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Common Sense 

Jk Study of Mind and Method 

Edwin W. Thornton 







TRAINING FOR SERVICE SERIES 



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COMMON SENSE 

A STUDY OF MIND 
AND METHOD 

EDWIN W. THORNTON 



WITH INTRODUCTION 3Y W. C. PEARCE 
FOR 

Advanced Classes in 

Sunday-school Teacher- training^ for 

Schools and Colleges^ and for 

Parents in the Home 



Address ali orders to 

THE STANDARD PUBLISHING COMPANY, 

Cincinnati, O. 






COPYRIGHT, 1912, 

BY THE 

STANDARD PUBLISHING 
COMPANY. 



i 



©CI. A 30 95 6 7 



CONTENTS 



PART I. 

PAGE 

I. COMMON SENSE IN MIND-STUDY - - - - 9 

II. THE INTELLECT - 17 

III. THE SENSIBILITIES - - 27 

IV. THE WILL --------- 37 

V. MEMORY ---------- 47 

VI. IMAGINATION -------- 57 

VII. CURIOSITY, ATTENTION, INTEREST - - . 65 

VIII. REASON AND JUDGMENT ----- 75 

IX. CONSCIENCE AND CHARACTER - - - - 83 

X. HUMAN NATURE AND CONVERSION - - 93 

PART II. 

XI. COMMON SENSE IN METHOD-STUDY - - - 105 

XII. EARLY CHILDHOOD --.-.. 113 

XIIL MIDDLE CHILDHOOD - - 129 

XIV. LATER CHILDHOOD ------ 147 

XV. EARLY YOUTH -------- 165 

XVI. MIDDLE YOUTH 187 

XVII. LATER YOUTH - - - 201 

XVIII. EARLY MATURITY --..--- 215 

XIX, MIDDLE MATURITY -.-...- 229 

XX. LATER MATURITY ------ 1 243 



INTRODUCTION 



COMMON SENSE is an uncommon book, 
for it is unusually full of common every-day 
wisdom stated clearly and forcefully, and 
within the understanding of common every- 
day folks. It is valuable alike to both 
parents and teachers. Three of the book's 
chief characteristics are worthy of special 
note : 

1. It is inspiring. The author has evi- 
dently permitted his love for young people 
to interpret the facts he has gleaned con- 
cerning the laws governing their develop- 
ment. As one reads he becomes more and 
more interested in the work of character- 
building. The periods in human life are 
described so accurately and sympathetically 
that one is compelled to respond to the im- 
perative call to give more time and strength 
to the work of teaching and training. In- 
deed, we believe the book will lead many to 



devote their lives to the work for and with 
boys and girls and young people. 

2. It is full of instruction. Every page 
fairly bristles with accurate information that 
is invaluable to all students of human na- 
ture. At the same time it contains well- 
tested and definite methods by which this 
information may be put into immediate use 
both in the Sunday-school and in the home. 
The Sunday-school teacher who studies it 
will be a better teacher the next Sunday, 
and the parent who reads it will be a better 
parent that very day. It is a reservoir of 
helpful knowledge to those engaged in the 
work of teaching and training. 

8. It is well adapted for training-class 
use. The chajjter outlines and review ques- 
tions will be helpful to the most experienced 
training-class leader, and especially valuable 
to a leader with less experience. Every 
truth the book contaihs is presented in such 
an interesting way as to both sustain inter- 
est in study and lead to original research. 
COMMON SENSE is true to its name and 
appears at a timely time. We prophesy for 
it a wide and helpful ministry. 

Very sincerely, 

W. 0. Pearce. 



COMMON SENSE 

A STUDY OF MIND AND METHOD 



PART ONE 



COMMON SENSE 



OUTLINE OF LESSON L 
Common Sense in Mind-study 

I. Common Sense. 

1. Illustration. 

2. Definition. 

II. The Mind. 

1. Definition. 

2. Dignity. 

3. Threefold power. 

(1) To know; (2) to feel; (3) to do. 

III. A Common-sense Study of the Mind. 
1. Seven common-sense imperatives. 

(1) Respect its laws. 

(2) Meet its needs. 

(3) Pit its peculiarities. 

(4) Unfold its possibilities. 

(5) Direct its powers. 

(6) Nourish its strengths. 

(7) Correct its weaknesses. 

IV. Scripture Side-lig'lit. 
Sensigrams. 

For Review and Discussion. 



MIND-STUDY . 9 

LESSON I. 

Common Sense in Mind-study 

I. COIMMON SENSE. 

You have always, oj- nearly always, known the 
meaning of common sense. On the spur of the 
moment you probably can not define it, but, if one 
really knows a thing, what is the difference 
whether one can define it or not? Early in your 
life you were probably informed, without asking 
for the information, that common sense was the 
name of something which you did not happen to 
possess. You acquired a somewhat negati»ve 
knowledge of it as did the boy who said that com- 
mon sense is "not puttin' glue in your hair." 

1. Illustration. — Gradually the true meaning of 
the term took shape in your mind without the aid 
of definitions, and you appreciated your father's 
story of the olden time w^hen boys went to mill on 
horseback, placing the corn in one end of the sack 
and a stone in the other end to make it balance. 
Somebody with common sense took out the stone 
and divided the corn. There is an interesting 
theory that common sense is an hereditary instinct, 
the result of generations of experience regarding 
the wnsdom or unwisdom of things. Be that as it 
may, it is at least true that the adages, maxims, 
proverbs, saws and sayings of the world are passed 
along throiij;h the ages and never die, because each 
one is a world-wide experience cornpressed into a 



10 COMMON SENSE 

sentence of sense. The Book of Proverbs is the 
common-sense treasury of the Old Testament. Its 
maxims force their common-sense claims upon us. 
For instance, ''Hope deferred maketh the heart 
sick" (Prov. 13: 12); ''The fear of Jehovah is the 
beginning of wisdom" (9: 10); "A good name is 
rather to be chosen than great riches" (22: 1); 
"The way of the transgressor is hard" (13: 15); 
"Righteousness exalteth a nation; but sin is a re- 
proach to any people" (14: 34); "Pride goeth 
before destruction, And a haughty spirit before a 
fall" (16: 18); "Better is a dry morsel, and quiet- 
ness therewith, Than a house full of feasting with 
strife" (17: 1); "A soft answer turneth away 
wrath" (15: 1). 

2. Definition. — Common sense is the mind's bal- 
ance-wheel. It is the name we give to the quality 
of level-headedness. It is gumption. It is the 
mind's power of poise and adaptation, the subtle 
ability to say and to do the right thing. It seeks to 
find and to do the sane, plain, main things, and to 
pass by the vain things. Common sense is indeed 
a most uncommon sense. 

II. THE MIND. 

1. Definition. — The mind is the thinking self — 
that part of us which is not body. The well-known 
epigram, "What is mind? No matter. What is 
matter? Never mind," is not a bad definition. 
Shakespeare had this broad significance in his 
thought when he said, "The mind shall banquet, 
though the body pine;" meaning, of course, that 



MIND-STUDY 11 

the mind lives and has its being in absolutely a 
different and superior realm from that of the body. 

2. Dignity. — It is your mind which is the real 
you. It is your mind that is capable of "thinking 
God's thoughts after him." It is your mind that 
o'erflows with pity. It is your mind that deter- 
mines and achieves. 

The fact that it was on the mind side that "God 
created man in his owm image" gives dignity to 
mind-study. A knowledge of the mind is therefore 
not only necessary to a perfect understanding of 
mankind, but is, at its best, one of the most fascina- 
ting approaches to an understanding of God. "He 
that hath seen me hath seen the Father" was 
Jesus' way of saying, "He that knoweth my mind 
knoweth the mind of God;" and Paul's admonition, 
"Let this mind be in you which was also in Christ 
Jesus," makes it necessary for us to study our own 
minds in order that we may make them to be more 
like the mind of the Master. 

Now this scrutiny of mind processes is usually 
called "the science of psychology." We shall call 
it the study of human nature. Not every one 
knows what psychology is, but, as Sam Jones once 
said, "So far as yet heard from everybody has a 
little human nature," and therefore knows some- 
thing about it. 

3. Threefold Power. — The study of human nature 
reveals the fact that the mind has three great 
powers — three main activities or ways of working: 

( 1 ) The mind's power to know, called the in- 
tellect. 



12 COMMON SENSE 

(2) The mind's power to feel, called the sensi- 
bilities. 

(3) The mind's power to do, called the will. 
There is nothing new in this threefold analysis. 

Students of some of the text-books of yesterday 
will recognize it immediately. The fact that it is 
not new, however, does not necessarily indicate that 
it is not good. In a wide range of more modern 
presentations of the subject, I have seen no simpler 
method of approach. These three powers of the 
mind, by variously blending together, account for 
the fact that, while ijeople differ from each other 
to such an extent that no two persons are exactly 
alike, there is, at the same time, a wonderful unity 
in human nature. In the world of color there are 
three colors — red, blue and yellow — called primary. 
By being blended in various proportions they form 
the countless color-tones that delight the eye with 
their unity in diversity. 

It will be well for you to become quite familiar 
with the three words, ''intellect," '^sensibilities" 
and **will," in order that you may acquire a prac- 
tical knowledge of their combinations in the make- 
up of character. 

III. A COMMON-SENSE STUDY OF THE MIND. 

Common sense is the mind's practical sense. It 
asks, ''What's the use?" It demands to be shown. 
A common-sense study of the mind is therefore the 
study which enables one to reach necessary, prac- 
tical and beneficial results. 

The physician must know the human body as well 



MIND-STUDY 13 

as the properties of medicines. The Bible teacher 
must know the mind of the pupil as well as the 
contents of the Book in order to intelligently pre- 
sent the one to the other. No student of Jesus' 
method of teaching can fail to note his perfect 
insight into human nature and his marvelous adap- 
tation of the lesson to the learner. 

Simon Peter was completely changed in character 
by the wisely adapted instruction which Jesus used 
in training him. To Nicodemus Jesus presented 
truths worthy of the mind of a teacher and ruler of 
the Jews. To the Samaritan woman he appealed 
in such a way as to remove her prejudices and 
make her an immediate bearer of good tidings, and 
to critics and cavilers he addressed single ques- 
tions which stopped their carping and compelled 
their respect. 

1. Seven Coniiiion-sense Imperatives. — To know 
the individual mind one must have a working 
knowledge of mind in general. Whether you have 
or have not studied psychology, you are well enough 
acquainted with human nature to know that the 
mind has laws, needs, peculiarities, possibilities, 
powers, strengths and weaknesses. I would, there- 
fore, urge upon you as a teacher the following 
seven common-sense imperatiAes: 

(1) Know the mind's laivs in order to respect them. 

(2) Know the mind's needs in order to meet them. 

(3) Know the mind's peculiarities in order to fit 
them. 

(A) Know the mind's possibilities in order to unfold 
them. - 



14 COMMON SENSE, 

(5) Know the raind's powers in order to direct 
them. 

(6) Know the mind's strengths in order to nourish 
them. 

(7) Know the mind's weaknesses in order to cor- 
rect them. 

IV. SCRIPTURE SIDE-LIGHT. 

"Be ye transformed by the renewing of your 
mind, that ye may prove what is the good and ac- 
ceptable and perfect will of God" (Rom. 12: 2). 

SENSIGRAMS. 

**It's an awful thing to have religion without 
kommon hoss-sense." — Timothy Standby, 

Common sense is the sixth sense, given by the 
Creator to keep the other five from making fools 
of themselves. 

"If mothers would use as much common sense in 
bringing up their boys as they do in baking their 
biscuits, they would have as good a batch of one as 
the other." — A. W. Connor. 

"Common sense is the kind of sense without 
which all other sense is nonsense." 

FOR REVIEW AND DISCUSSION. 

1. Define and illustrate common sense. 

2. What is it that gives dignity to mind-study? 

3. Describe the threefold power of the mind. 

4. How does color-blending illustrate the mind's 
unity in diversity? 



MIND-STUDY J 5 

5. Why should the teacher know the structure 
of the mind as well as the contents of the Book? 
i^. Illustrate the necessity for this knowledge. 

7. Cite instances in which Jesus adapted his 
teaching to his disciples. 

8. Name seven common-sense imperatives. 

1). Quote a Scripture side-light appropriate to 
this lesson. 

\ 



(2) To retain 

(3) To arrange 



16 COMMON SENSE 

OUTLINE OF LESSON IL 
The Intellect 

I. Definition of the Intellect. 

1. General definition. 

2. Specific definition. 
(1) To acquire ^ 

V knowledge. 

(4) To elaborate J 

II. Importance of the Intellect. 

1. Measured by its loss. 

( 1 ) Inability to learn. 

(2) Inability to remember. 
(4) Inability to reason. 
(4) Inability to imagine. 

III. Action of the Intellect. 

1. Reflection — upon what is within the mind. 

2. Perception — of what is without the mind. 

3. Discernment of resemblances and differences. 

IV. Reasons for Studying tlie Intellect. 

1. In order to begin rightly. 

2. In order to adapt instruction. 

3. In order to intensify impression. 

4. In order to illustrate teaching. 

5. In order to shape character. 

V. Scripture Side-light. 
Sensigranis. 

For Review and Discussion. 



THE INTELLECT 17 

LESSON II. 

The Intellect 

One of the world's greatest inventors somehow 
became engaged to be married. He managed to 
be present during the ceremony, but it is said that 
he soon afterward disappeared, and was found at 
two o'clock in the morning in his laboratory at 
work. His intellect had filled his brain and moved 
part of its furniture into his heart. Brides have 
no laboratory value. 

"I always fancy I can hear the wheels clicking 
in a calculator's brain," said Oliver Wendell 
Holmes. Certainly the word "intellect" suggests 
invention, mathematics, genius, a high brow and 
a cold, far-away eye. Just as certainly it does not 
suggest tears, kisses and love-cooings. Imagine 
Cupid as the professor of higher mathematics in the 
Arctic university! 

I. DEFINITION OF THE INTELLECT. 

Definitions that are clear to one person are not 
necessarily clear to another, so let us reach a defini- 
tion of intellect through an illustrated experience. 

The prodigal son played havoc with his life, and 
sat down to think it over. It was his intellect that 
took an inventory of the facts and calculated the 
consequences. His feelings overwhelmed him in 
humiliation and shame. His will said, "I'll get up 
and go home." It is not to be understood that the 
mind is divided into three compartments, like a 



18 COMMON i^ENSE 

tenement-house, with the intellect, sensibilities and 
will separated from each other by partitions. The 
mind expresses its activity in three ways — through 
intellect, sensibilities and will — yet is one mind. A 
vine expresses its vitality in fruit, fiber and foliage 
— yet is one vine. 

1. General Definition. — Broadly defined, then, 
the intellect is the mind's power to knoiv, as dis- 
tinguished from its power to feel and to will. 

Now, to know simply means to have knowledge, 
but the minute you begin to think about the action 
of your own mind in dealing with knowledge, you 
realize that the intellect acquires knowledge, re- 
tains it, arranges it and elaborates it. 

The prodigal son acquired knowledge by means 
of the new experiences through which he passed. 
He retained a great deal of his knowledge, other- 
wise he could not have thought it over. He ar- 
ranged his knowledge; that is, he classified it into 
a related order instead of holding it as a jumbled 
pile of mental scrap. He elaborated his knowledge, 
building happenings in his mind which really had not 
yet happened. 

2. Specific Definition. — More pointedly defined, 
then, the intellect is the mind's power (1) to ac- 
quire, (2) to retain, (3) to arrange and (4) to 
elaborate knowledge. 

II. IMPORTANCE OF THE INTELLECT. 

To acquire knowledge is to learn. To retain it 
is to remember. To arrange it , is to reason and 
pass judgment. To elaborate it is to imagine. 



THE INTELLECT 19 

1. Measured by Its Loss. — Perhaps the most 
striking way to arrive at an appreciation of the im- 
portance of learning, remembering, reasoning and 
Imagining is to consider the damage wrought by the 
loss of either one of these activities of the intellect. 

(1) Inability to learn. The individual who in 
infancy loses his ability to learn, remains an infant 
all the rest of his life, and is an object of pity to 
every beholder. Children that learn with painful 
slowness are compelled to lag when others run, 
fail when others succeed, and remain dull when 
others shine. 

(2) Inability to remember. Even a partial loss 
of memory is a great handicap and its total loss 
makes the mind a complete blank. 

(3) Inability to reason or exercise judgment. 
The loss of reason constitutes one of the saddest of 
human spectacles, and the absence of judgment 
leaves life's guidance to irresponsible guesswork. 

(4) Inability to imagine. Imagination is the 
soul's architect and artist. Its loss would blight all 
appreciation of music, art and poetry, paralyze in- 
vention, stifle ideals and deaden every longing after 
God. 

It is the intellect's ability to learn, remember, 
pass judgment and build which enables the mind to 
j appropriate God's truth, retain it, interpret it and 
I apply it to the practical problems of life. 

III. ACTION OF THE INTELLECT. 

For the time being, we are concerned only with 
the intellect's action in acquiring knowledge. Other 



20 COMMON SEN8E 

activities are considered under **Memory," ''Imagi- 
nation" and "Judgment and Reason." The intellect 
acquires two kinds of knowledge: knowledge of that 
which is within the mind, and knowledge of that 
which is without. 

1. Keflection. — The process of learning what 
takes place in the mind itself is called reflection. 
A ten-year-old boy ^vas in a "brown study" when 
his mother asked him what he was doing. "I'm 
a-watchin' myself think," said he. His description 
was better than that of many a psychologist. The 
Psalms are a beautiful illustration of reflective liter- 
ature. They abound in revery, meditation, self- 
examination. (Ps. 91: 1-4; 103: 15, 16; 42: 1-3.) 

2. Perception. — The action of the intellect in ac- 
quiring knowledge of what is outside the mind is 
called perception, and is accomplished through the 
senses. The mind has absolutely no connection 
with the outside world except through the avenues 
of sight, hearing, touch, taste and smell. 

The sense of sight conveys to the mind all the 
knowledge it gets of color, shadow, light and beauty. 
It is impossible to imagine what thoughts the open- 
ing sentences of the nineteenth Psalm provoke in 
the mind of the man born blind. Sight generally 
makes a stronger impression upon the mind than 
do the other senses. If I say "apple," you see it in 
your mind before you smell or taste it. If I say 
"bell," you see it in your mind before you hear it. 
Try the experiment with various objects. 

The Si^ise of liearmg conveys to the mind its only 
knowledge of sound. All music and the charm of 



THE INTELLECT 21 

the human voice would be lost to us without this 
avenue of entrance. Beethoven became totally deaf 
before he died, and the loss saddened his closing 
years beyond description. Helen Kellar is, in many 
respects, the most remarkable woman in the world, 
because of her determined effort to make up for the 
absence of sight and hearing by the development of 
the other three senses. 

The sense of touch informs the mind of hardness 
and weight. It is this sense that enables us to get 
meaning from such expressions as, "The Rock of 
my refuge," ''hardness of heart," "He shall put a 
yoke of iron upon thy neck," "My yoke is easy, 
and my burden is light." 

The senses of smell and taste tell the mind all it 
knows about odor and flavor. 

In most instances of conveying knowledge to the 
intellect the senses help each other. For example, 
four of the senses combine in giving knowledge of 
an apple; three in giving knowledge of a rose; two 
in giving knowledge of a stone. 

3* Discernment of Resemblances and Diiferences. 
— The intellect takes cognizance of the characeristics 
of things presented by the senses, and by compar- 
ing them learns to tell one thing from another. 
In other words, it learns to identify. In describing 
the eucalyptus-tree to an eastern man, you would 
have to say, "It has a tall, straight stem like a 
pine, its bark is something like that of a sycamore, 
and its leaves are shaped like the willow leaf, but 
are much larger and more glossy, like the leaves of 
a rubber-plant." 



22 GOMMO:S^ SENSE 

Sully declares that this power to discern resem- 
blances and to detect differences ''may be viewed as 
the primary function of intellect." The constant 
exercise of the mind in seeing that things are alike 
or not alike explains both the charm and the effec- 
tiveness of illustrative teaching. 

IV. REASONS FOR STUDYING THE INTELLECT. 

1. In Order to Begin Rightly. — The task which the 
teacher sets for himself is that of enlightening the 
intellect, arousing the feelings and moving the will. 
The beginning of the process is the enlightenment 
of the intellect. If the intellect is misinformed, the 
feelings incite the will to do the wrong thing. 

For instance, while the children of Israel were 
in Egypt, their intellects were stored with wrong 
information about the worship of idols. Moses 
undertook to set them right, but during his tem- 
porary absence from them at IMt. Sinai they became 
excited and fearful. Their early teachings reas- 
serted themselves and they made and worshiped 
the golden calf. 

2. In Order to Adapt Instruction. — Some minds 
are of the intellectual type. They can not be suc- 
cessfully taught by a bombardment of the emotions. 
I know a boy who was bored by what he called a 
"mushy" lesson, but who was all attention when the 
manner of building Solomon's temple was described 
to him. 

3. In Order to Intensify Impression. — The five 
senses are corwitnesses. The more of them you can 
appeal to, the stronger you will impress your pupils. 



THE INTELLECT 23 

This is the value of object-teaching. Most children 
are not taught the value of the senses and the^ im- 
portance of taking care of them. 

4. In Order to Illustrate Teaching. — All illustra- 
tive teaching is attractive to the mind because it 
brings about comparisons, and stimulates the mind 
to discover how things are alike. Jesus illustrated 
profusely. "I am the vine,'' **Ye are the light of 
the world." ''The kingdom of heaven is like unto 
leaven." "The tares are the sons of the evil one." 
"Upon this rock I will build my church." "Con- 
sider the lilies of the field, how they grow." "A 
good tree cannot bring forth evil fruit, neither can 
a corrupt tree bring forth good fruit." "Every 
one therefore that heareth these words of mine, 
and doeth them, shall be likened unto a wise man." 
"Behold the sower went forth to sow." "If any 
man have a hundred sheep, and one of them be 
gone astray, doth he not leave the ninety and 
nine?" 

5. In Order to Shape Character. — We have seen 
that the intellect is the mind's power to know. 
What your pupil knows determines what he is. To 
the extent that you can give him right knowledge 
you are helping him to shape right character and 
determine a right destiny. So long as a child of 
the slums gets nothing but slum knowledge, he can 
live nothing but a slum career. His senses must 
communiciate that which they get, and he is like 
a central telephone-operator whose wires all lead 
from evil sources. It is your province as teacher to 
put your pupils' intellects in touch with such sources 



24- COMMON SEN8E 

of information that the knowledge which they get 
will be good knowledge. ^ 

V. SCRIPTIKE SIDE-LIGHT. 

"Ye shall know the truth, and the truth shall 
make you free" (John 8: 32). 

8ENSIGRAM8. 

If knowledge is power, every intellect is a power- 
house. 

It is not difficult to study the mind if you don't 
mind study. 

"The average hoy lias more knowledge than 
sense." — A. W. Connor. 

A teacher can not teach without studying his 
pupil, any moi'e than a farmer can farm without 
studying his field. 

FOR REVIEW AND DISCUSSION. 

1. What does the word "intellect" suggest to your 
mind? 

2. Distinguish between the action of the intellect, 
the feelings and the will in the experience of the 
prodigal son. 

3. Give a specific definition o! the intellect. 

4. Illustrate in your own way the importance of 
the intellect as measured by its loss. 

5. What is the difference between reflection and 
peirception? 

6. Name the exclusive knowledge which each of 
the five senses conveys to the intellect. 

7. Which, in your opinion, is the most important 
of the senses? 



THE INTELLECT 25 

8. Discuss the relation between soundness of body 
and clearness of intellect. 

9. Give what you regard to be the main reasons 
for studying the intellect. 

10. Let the class cite from memory as many as 
possible of Jesus' illustrations. 

11. How can your knowledge of the intellect 
help you to shape character? 

12. Repeat the Scripture Side-light for this 
lesson. 



26 COMMON SENSE 

OUTLINE OF LESSON III. 
The Sensibilities 

I. Definition. 

1. The emotions. 

2. The affections. 

3. The desires. 

(1) Physical. 

(2) Rational. :- 

4. The sentiments. 

(1) Esthetic. j 

(2) Ethical. | 

(3) Religious. 

II. Importance of the Sensibilities. 

1. The feelings are the springs of human action. 

2. The feelings are the ties of social unity. 

III. Action of the Sensibilities. i 

1. The emotions act involuntarily. , 

2. The affections act unselfishly. ] 

3. The desires act instinctively. 

4. Sentiments act culturally. 

IV. Reasons for Studying tlie Sensibilities. 

1. Because modern education suppresses the feel- 
ings. 

2. Because modern business starves the feelings. 

3. Because the modern Bible school must meet 
and remedy these conditions. 

V. Scripture Side-light. 
Sensigrams. 

For Review and Discussion. 



THE SENSIBILITIES 27 

LESSON III. 

The Sensibilities 

An aged woman, unnoticed and unknown, joined 
a group of stranger tourists, as they walked through 
the palace at Compiegne, where she had once lived 
as the beautiful and far-famed Eugenie, Empress 
of the French. The guide, not knowing'her identity, 
flippantly alluded to the practical exile of the ex- 
Empress, and pointed out the room where her 
little boy, the dead prince, once played. Overcome 
by her memories, and by the unfeeling comments 
of the guide, the unfortunate, sad-hearted woman 
dropped out of the group. As we scan this abbrevia- 
tion of a newspaper sketch, our hearts are filled 
with compassion. We find ourselves wishing that 
the French people would let bygones be bygones, and 
comfort their former empress. In short, the whole 
situation is one of sentiment and makes a strong 
appeal to the feelings. 

I. DEFINITION. 

Sensibilities is the name given to the mind's 
power to feel, as distinguished from its power to 
know or to will. 

The -word sensibilities," however, is not a word 
in common use, and it will be well for you to remem- 
ber that wherever you see the word it means the 
same thing that you mean when you say, "the feel- 
ings." If you were ever scared, anxious, mad, 
happy, surprised, grieved, jealous or in love, you 



28 COMMON SENSE 

know what the sensibilities are better than I can 
tell you. 

In case there is any confusion whatever in your 
mind as to the distinction between the sensibili- 
ties and the intellect, just think of some of your 
every-day experiences. When you are absorbed in 
intellectual work, such as solving a difficult problem 
in mathematics, drawing plans for a house, or 
doing anything that requires calm reasoning and 
judgment, your feelings are, for the time being, 
dormant. On the other hand, when you are under 
the sway of deep feeling of any kind, you are in- 
capable of cold, calculating, intellectual work. No 
man could write an essay on "The Reliableness of 
Reason" while in a towering rage. 

Under the general head of definition, it may be 
well to call attention to some natural divisions into 
which our feelings, or sensibilities, group them- 
selves. 

1. The Emotions. — There are certain elemental 
feelings, called simple emotions, that come and go 
as the mind dwells upon the various things that 
happen to pass before it, giving pleasure or pain to 
the person who experiences them. Such feelings 
are joy and sorrow, cheerfulness and melancholy, 
pride and shame, hope, fear and remorse. 

2. The Affections. — There are certain other feel- 
ings, more complex, called affections, that, in addi- 
tion to being pleasing or painful to the person 
experiencing them, go beyond self in wishing good 
or ill toward their object. Such feelings are love, 
hate, gratitude, friendship, jealousy, sympathy, 



I 



THE 8ENSIBILITIE8 29 

anger, pity, and the like, and because of their well- 
wishing or ill-wishing bent they are called the 
benevolent and malevolent affections. 

A little crippled newsboy, at the junction of Main 

and Delaware Streets, was known for his happy 

temper. While whistling cheerfully one day, his eye 

noted the fact that the neck of a dray-horse at the 

curb was sore. Removing the pad from the top of 

I his crutch, he placed it under the horse's collar. His 

. cheerfulness was a simple emotion, having no es- 

; pecial object, aim or end in view. His pity was 

I more than a simple emotion, because it had an 

object outside of himself. 

3. The Desires. — There are yet other feelings, 
I called desires, that are (1) physical, as the desire 
for food, water, air, exercise, rest and sleep; (2) 
rational, such as the desire for happiness, knowl- 
edge, power and approbation. The teacher who 
I learns to so stimulate the rational desires of the 
1 pupil as to direct them along right paths, is shap- 
I ing an immortal soul. 

i 4. The Sentiments. — There are still other feel- 
I ings, called sentiments, which have to do with the 
finest phases of human character. They are: (1) 
Esthetic, such as the love of beauty, art, music 
and poetry; (2) ethical, as the love of truth and 
j right; (3) religious, as the love of God and wor- 
{ ship. 

II. IMPORTANCE OF THE SENSIBILITIES. 



1. The Feelings are the Springs of Human Action. 
— Back of all action — good, bad and indifferent — 



30 COMMON SENSE 



lies the coiled spring of some emotion, affection, 
desire or sentiment. Feelings are motives. 

The deeds of individual heroism, sacrifice and 
philanthropy find their incentive in the feelings, 
and so likewise do the deeds of cowardice, cruelty 
and crime. Savonarola appealed to the feelings, 
and transformed Florence into a model of right- j 
eousness. Robespierre appealed to the feelings, and 
turned Paris into a pandemonium of immorality 
and vice. 

There are two great feelings that are behind the ■ 
throne in the human heart. They are the desire 
for happiness and the aversion for misery. 

Every deed of patriotism, every act of philan- 
thropy, every word of affection, every mark of 
friendship, every expression of sympathy, every 
sincere prayer to God, is sped from the heart by 
the power of a noble feeling. j 

When Jesus saw the hunger of the multitudes 
he was moved by compassion to feed them. Jona- 
than, moved by friendship, risked his life in 
protecting David. Nathan Hale was moved by 
patriotism when he calmly said, "I only regret that 
I have but one life to lose for my country." Gen- 
eral Grant was moved by solicitude for his family 
^hen he finished his memoirs in the very presence 
of death. Thomas Hovenden, the talented painter 
of ''Breaking Home Ties," was moved by the pres- 
ence in him of heroically humane sentiments, when 
he threw himself in front of a train to save a pass- 
ing child. God himself was moved by his love for 
the world when he gave his only begotten Son. 



THE SENSIBILITIES 31 

2. The Peelings are the Ties of Social Unity. — 

Homes, societies, communities, states and nations 
are held together by their heartstrings. A home 
without affection is a hearth without hre. A 
church without heart-power is a dead engine. A 
nation without patriotism is a helpless victim. 

III. ACTION OF THE SKNSIBIIJTIl^S. 

1. The Emotions Act Involuntarily. — The action 
of the simple emotion is brought into play by excit- 
ing causes that just happen to exist or to come 
w^ithin the mind's field of attention. The simple 

i emotion causes one to act from impulse. Its action 
is like that of an ocean billow — it advances, swells, 

j culminates and recedes. Less dignified, but very 

I much to the point, is the description of his own 
feelings by a little fellow who was reprimanded 
for laughing. He said that he ''started to smile 

i and the smile busted." 

' In an uncultivated mind impulsiveness is un- 

I attractive. In a cultivated mind it lends charm 
and magnetic force. The apostle Peter, in his 

1 earlier and later character, is a good illustration 
of both. 

2. The Affections Act Unselfishly. — They have 
some one other than self as their object. Inasmuch 
as this is true, they are capable of greater good 
and greater evil than are the emotions. The in- 
dwelling in one heart of love or hate, friendship 
or envy, sympathy or anger, means joy or misery 
to some other heart. It may be said of anger, how- 
ever, that it can not always be called malevolent 



32 COMMON SENSE 

in an evil sense. Anger, in the form of righteous 
indignation, is back of every moral reform worthy 
of the name. It is a mistake to teach that it is 
never right to be angry or to fight. Jesus fought 
the Pharisees to a finish and his words blazed with 
righteous rebuke. 

3. The Desires Act Instinctively. — They are as 
"natural as nature." They may have wrong train- 
ing sometimes, but their action is instinctive. The 
desire for happiness, knowledge, power and appro- 
bation, when, led by right ideals, results in the 
world's best achievements. When led by wrong 
ideals, it results in its worst. 

4. The Sentiments Act Culturally. — They may be 
said to be the best of the affections and desires ^ 
when at their best. When the sentiments unfold 
in the atmosphere of the religion of Jesus Christ, 
human character reaches its zenith. The wild 
morning-glory has in its nature the determination 
to climb. In the absence of a trellis or other? 
adequate support, it will entwine itself about a 
stump, or even a weed; but climb it will and must. 
The sentiments are like that, and Jesus Christ is 
the trellis upon whom they may be trained to the 
fullness of their best expression. 

IV. REASONS FOR STUDYING THE 
SENSIBILITIES. 

1. Because Modern Education Suppresses the 
Peelings. — The educational spirit of the past has 
been to suppress rather than to train the feelings. 
''Properly" educated children have been those who 



THE SENSIBILITIES 33 

early learned to be Stoics. Public-school ideals 
are changing for the better in this respect. 

2. Because Modem Conunercialism Starves the 
Feelings. — Big business requires the greatest pos- 
sible intellectual activity, but has no place for 
sentiment. Friendship, hospitality, family life and 
devotional culture ''take too much time." It is all 
very well, perhaps, but ''there is no money in it." 

3. Because the Modern Bible School Must Meet 
and Remedy These Conditions. — It is only in Jesus 
Christ that any character defect may be perma- 
nently remedied, and the feelings are the connect- 
ing link between knowledge of Christ and obedience 
to Christ. 

The intellect may be instructed in all the facts 
about Christ that are known to mankind, but with- 
out love for him, sympathy with him and a desire 
to be like him, there will be no effect in the life. 

It is in childhood and youth that the feelings 
are most susceptible to training, and the Bible- 
school teacher is the only educator in the average 
community whose express business it is to train 
the feelings Godward. 

"Could we with ink the ocean fill, 

Were the whole world of parchment made, 
Were every single stick a quill, 

Were every man a scribe by trade ; 
To write the love of God alone 

Would drain the ocean dry ; 
Nor could the scroll contain the whole, 

Though stretched from sky to sky." 

V. SCRIPTURE SIDE-LIGHT. 

"Now abideth faith, hope, love, these three; and 
the greatest of these is love" (1 Cor. 13: 13). 



34 COMMON SENSE 

SENSIGRAMS. 

If the feelings are not trained skyward, they will 
run along on the ground. 

When the feelings run riot, the intellect and the 
will are apt to join the mob. 

"1 have ever obsei-ved that when the mind was 
capacious the affections were good." 

The intellect loads the gun, the will pulls the 
trigger, but the feelings direct the aim. 

"He needs no other rosary whose thread of life 
is strung with the beads of love and thought." — 
Luhhock. 

"Speak kind words and you will hear kind 
echoes." 

FOR REVIEW AND DISCUSSION. 

1. Define the sensibilities. 

2. What common expression do we use instead 
of "the sensibilities"? 

3. Name a number of the feelings which you 
have observed to be a part of every-day experience. 

4. Into what four divisions do we classify the 
feelings? 

5. Illustrate the difference between the simple 
emotions and the affections. 

6. Name at least three rational desires that have 
much to do with shaping the soul. 

7. Give two proofs of the importance of the 
feelings. 

8. Describe in one v/ord, each, the action of the 
emotions, affections, desires and sentiments. 



THE 8EN8IBILITIE8 35 

9. Give three reasons for studying the sensi- 
bilities. 

10. Why does the Bible-school teacher occupy a 
peculiarly responsible position in the community? 



36 COMMON SENSE 



OUTLINE OF LESSON IV. 

The Will 

I. Definition of the Will. 

1. Illustration. 

2. Application. 

II. Importance of the Will. 

1. Marks difference between human and brute 

intelligence. 

2. Converts theory into practice. 

3. Makes persistence and victory possible. 

4. Constitutes point of attack. 
in. Action of the Will. 

1. Prompted by motives. 

2. Feelings furnish motives. 

3. Ascending scale of motives. 

(1) Impulse, (2) desire, (3) obligation, (4) 
ideals. 

4. Pear as a motive. ♦ 

IV. Reasons for Studying the Will. 

1. That you may induce decision for Christ. 

2. That you may produce steadfastness in Christ. 

V. Scripture Side-light. 
Sensigrams. 

For RevieAv and Discussion, 



THE WILL 37 

LESSON IV. 

The Will 

With system and swiftness a squadron of Amer- 
ican vessels approached the entrance to Manila 
Bay, in the darkness of early morning. Captain 
Gridley signaled for orders. ''Steam ahead!" was 
the reply. A flash, and the boom of a gun from 
the forested heights. **The batteries have opened 
fire," signaled Gridley. ''Steam ahead!" was the 
answer. Without hesitation the warships swept 
through the bay's entrance, over mines and under 
fire, winning their victory with the precision of a 
program. The most conspicuous factor in that 
occurrence was the dominant will of one man — 
Admiral Dewey. 

I. DEFINITION OF THE WILL. 

Will is the name given to the mind's power to 
voluntarily act. Whenever the mind decides, 
chooses or determines — whenever it does anything 
intentionally, or, as we say, "on purpose" — it exer- 
cises will power. 

1. Illustration. — In every organization of men 
there is an authoritative head. Sometimes he is 
called president, sometimes general, sometimes 
governor, sometimes boss. In the organization of 
the mind's activities the will is the governor — the 
boss. It has charge of the mind's executive 
department, and therefore affixes its sanctioning 
signature or attaches its veto to every proposition 



38 COMMON SENSE 

planned by the intellect and urged by the feelings. 

A train stands on the track in perfect readiness 
for action. There is a destination in view, there 
are urgent reasons for going, but the train remains 
stock still until the engineer opens the throttle. As 
the train moves, a messenger rushes out with 
orders to "wait." There are now urgent reasons 
for delay, but the train keeps moving until the 
engineer shuts off the steam and applies the brakes. 
In the mind, with reference to any kind of volun- 
tary action whatsoever, the ivill opens the throttle, 
the will puts on the brakes. 

2. Application. — A human life is on its brief 
journey. The powers of evil twist the path into a 
labryinth, and cross-check it with delusions. The 
powers of righteousness point out the way of escape 
and light it up with fine incentives. In the midst 
of these plans and counterplans, the lights of truth 
and the shadows of error, it is the mind's power to 
decide — to act one way or the other — that we call 
the will. 

II. IMPORTANCE OF THE WILL. 

You have already caught a glimpse of the im- 
portance of the will in our illustrated and applied 
definition, but inasmuch as yours is the tran- 
scendent work of helping the minds of your pupils 
to reach right decisions, we can afford to enlarge 
upon it. 

1. It is the Power to Will that, in a Great Degree, 
Marks the Difference between the Human Mind and 
Brute Intelligence. — With deliberate continuity of 



THE WILL 39 

purpose, the mind works out a definite course, 
against odds and through an intricate maze of 
difficulties. Without will-power its action would 
be like a swift ocean liner under full head of steam 
in mid-ocean, minus both captain and pilot. In the 
brute world we often see stubbornness, which might 
be termed will; but where the human mind leaps 
into a realm above brute intelligence is in the 
ability to determine upon a remote and difficult 
task, and bend every energy against all opposition 
toward its accomplishment. It is said that Justice 
L. Q. C. Lamar determined, when but a lad, that he 
would some day become a Justice of the United 
States Supreme Court. He was not regarded as 
brilliant, but won out through sheer will-power 
and persistence. 

2. It is the Power to Will that Converts Theory 
into Practice. — The plans and specifications for the 
best character conceivable are without value until 
the contractor — the will — converts them into a 
building. According to the Psalmist, he who re- 
members Jehovah's commandments to do them is 
the one who receives favor ''from everlasting to 
everlasting.'* In other words, the intellect may 
acquire ever so much information about how to 
live, but it is the province of the will to make good. 

3. It is the Power to Will that Makes Persistence 
and Victory Possible. — **He that overcometh shall 
inherit all things" reveals the kingliness of the 
human mind in the right exercise of its kingliest 
power. It was not talent alone, but will-power as 
well, that enabled Titian to paint "The Last Sup- 



40 COMMON SENSE 

per." He worked on it almost daily for seven 
years. Genius alone would never have perfected 
the phonograph. Edison sat for hours a day and 
days at a time repeating the letter "1" into the 
machine. That particular sound seemed impossible 
to reproduce. But his will won the victory. Caf- 
farelli became the leading singer of Italy, and, in 
his instructor's opinion, *'of the world," by singing 
nothing but scales every day for five years. Tenny- 
son rewrote one of his poems fifty times, and 
Longfellow spent six weeks in correcting a single 
poem. The mind's most brilliant enginery is in- 
effectual without will-power to drive it. 

4. It is the Power to Will, witli its Converse Side, 
the Power to "Won't," that Constitutes tlie Teach- 
er's Point of Attack. — The will of your pupil reaches 
decisions, makes choices that are right and wrong, 
and the life follows. To the extent that the ques- 
tion of election is capable of explanation, it is 
explained in the action of the will. An old negro, 
when asked about the doctrine of election, said 
that God and the devil are both voting for your 
soul, and ''whichever way you votes you gits 
'lected." Some wills are constructive, some are 
destructive; some are stubborn, some are feeble, 
some are fitful — in fact, the variety is legion. As 
teacher or parent you simply must study to inspire, 
check, coax, encourage, train, or do whatever else 
your child or pupil needs in order to make the 
chauffeur of his mind safe, sane and efficient. 



THE WILL 41 

ni. THE ACTION OF THE WILL. 

1. The Will is Prompted to Action by Motives. 

— The will never acts voluntarily without some 
kind of incentive — some motive that constitutes a 
reason why. If one of your pupils aspires to noble 
living, and another has mean ends in view, the 
decisions of both pupils will be prompted by some 
kind of motive. 

2. The Affections and Desires Furnish Most of 
the Motives. — Criminal deeds, and deeds of heroism 
and deeds all the way between, spring from anger, 
hate, jealousy, friendship, love, patriotism, the de- 
sire for happiness, the desire for power, and so on. 

3. Motives in Their Order of Value. 

(1) Impulse. Action that is prompted by im- 
pulse is thoughtless action, and therefore has not 
much to its credit. Things done ''on the spur of 
the moment" indicate the absence of self-control, 
and are more often unwise than wise. 

(2) Desire. Action springing from desire may be 
creditable or not, but it is an action that centers 
in self. 

(3) Obligation. Action that finds its incentive 
in some obligation, like gratitude, friendship, or 
even duty, has more to its credit than either of the 
other two, because it includes others as well as self. 

(4) Ideals. Action, however, that finds its mo- 
tives in high ideals — in the fruition of the soul's 
loftiest sentiments — is action that, forgetful of self, 
has in view the highest possible good. 

4. Fear as a Motive. — Modern theology has about 



42 COMMON SENSE 

eliminated fear as a motive to be aroused through 
religious appeal. This is a rebound from the 
sulphurous preaching of an earlier day. In fleeing 
from the custom of threatening people with hell, it 
does not help matters to go to the opposite extreme 
and flatteringly invite them to heaven. The Scrip- 
tures abound in efforts to arouse a wholesome fear 
of evil and evil-doing and a reverential fear of God. 

IV. REASONS FOR STUDYING THE WILL. 

1. That You May Induce Decisions for Christ. — If 

your pupils are not Christians, the purpose of your 
care, thought, labor and prayer is to so nourish 
their minds and direct their growth that they will 
voluntarily graduate into the kingdom of Christ. 
The responsibility is yours of bringing them face 
to face with the question, **Choose ye this day 
whom ye will service." 

Some wills are weak and must be fed with en- 
couragement and commendation. 

Some wills are stubborn and must be won by 
attraction and persuasion. 

Some wills are fickle and must be shocked by a 
knowledge of consequences. 

Other wills are dependable and may be relied 
upon with confidence. 

All wills are trainable and should be inspired to 
act in harmony with the highest possible ideals. 

2. That You May Produce Steadfastness in OhWst. 
— If your pupils are Christians, they have made the 
one momentous choice; but the Christian life is a 
continuous series of righteous choices of greater 



THE WILL . 43 

or less moment. The more intimate your knowl- 
edge of the wills of your pupils, the better you are 
able to help them in their daily conquests over 
ignorance and sin. People never become so good 
but that they need help in becoming better. 

Henry Ward Beecher once said: *'The will is like 
a rudder. Some ships are very hard to steer, and 
some are very easy. Some you can hardly turn 
from their course, and some you can set about by 
the least touch of the wheel. So it is with men. 
There is a great difference between one man and 
another, in the power of carrying out a resolution. 
Some men never resolve anything that they can not 
execute; and some men never execute anything that 
they resolve. And these last say, *I do not dare 
to pray; I do not dare to tell God the same things 
over and over, while I continually give the lie to 
my words.' So, on account of this feebleness of 
will-power, many persons are discouraged. Never- 
theless, their souls must be saved. They must go 
to heaven with the sailing apparatus which God has 
given them." As teacher you have all kinds of 
human sailing vessels in your care. 

V. SCRIPTURE SIDE-LIGHT. 

"If any man willeth to do his will, he sliall know 
of the teaching, whether it is of God, or whether 
I speak from myself" (John 7: 17). 

SENSIGRAMS. 

There is no more sense in breaking the will of 
a child than there is in sandbagging the engineer of 
a train. 



44 COMMON SENSE 

*The child that is weak and undeveloped in body 
Is weak-minded." — Prof. Wm. A. McKeever. 

"The first element of success is the determination 
to succeed." 

Will you, or will you not? is the keenest probe 
you can thrust into your pupils' minds. 

"Our character is our will; for what we will, 
we are." — Manning. 

The most essential kind of control is self-control. 

"A cultivated will is only another name for a 
strong character." — Pattee. 

FOR REVIEW AND DISCUSSION. 

1. How does the opening incident illustrate will- 
power? 

2. Define the will and illustrate it in your own 
way. 

3. Give at least two statements proving the im- 
portance of the will. 

4. How is the will prompted to action? 

5. Name and explain the ascending scale of 
motives. 

6. Discuss the value of fear as a motive. 

Resolved, That fear has a rightful place among Chris- 
tian motives. 

7. What are the highest motives that move the 
will? 

8. Give two important reasons for studying the 
will. 

9. Give an illustration, either from Scripture or 
observation, of the will being moved by high ideals. 



THE WILL 45 

10. Quote your Scripture Side-light on the sub- 
ject of the will. 

11. How, in your opinion, should the weak willed 
be dealt with. 

12. What would you do with pupils that are 
stubborn willed? 

13. Describe the ways in which you would train 
wills that are fickle and unstable. 

14. If "breaking" the will be not the right 
course, why is it not? 



46 COMMON SENSE 

OUTLINE OF LESSON V. 
Memory 

I. Definition of the Memory. 

1. The verbal type. 

2. The logical type. 

3. The eccentric type. 

4. The normally vigorous type. 

II. Importance of the Memory. 

1. Ability to recall is secret of intelligence. 

2. Ability to retain is basis of progress. 

III. Action of the Memory. 

1. General laws. 

(1) The law of impression. 

(2) The law of understanding. 

(3) The law of association. 

(4) The law of repetition. 

2. General observations. 

(1) Memory may be charged with facts. 

(2) It may be fed upon principles. 

(3) It may be doped with theories. 

(4) It may be starved upon scraps. 

IV. Reasons for Studjying the Memory. 

That you may know the (1) how, (2) what, 
(3) when and (4) why of memory training. 

V. Scripture Side-light. 
£:ensigrams. 

For Review and Discussion. 



1 



MEMORY 47 

LESSON V. 

Memory 

Coming home **at early candlelight" one evening, 
I found an interested group around the fire. They 
were my father and my children. With animated 
faces the "youngsters" were listening to stories of 
the pioneer days of Ohio and Virginia. There were 
stories of the vast forest, of the log-cabin home 
with its wide fireplace and back-log, of the garret 
bedroom and the clapboard roof through which the 
snow sifted, of the trips to mill on horseback, of 
the old flintlock gun, and of hunting and trapping 
adventures galore. Some of the stories were the 
same that my grandfather had told me and that 
his grandfather had told him. It is memory that 
preserves in her storehouse the experiences of the 
passing generations, so that they may be woven 
into the 'continued story" of the ages. 

le DEFINITION OF THE MEMORY. 

Memory is the mind*s power to retain and to 
recall things which it has previously known. It is 
the ability to reknow what one has known before. 
In a general way, it may be said to be a collection 
and a re-collection of things acquired through ex- 
perience and observation. 

The mind apparently loses much that it acquires, 
and one wonders where the things hav6 gone that 
have been forgotten. ''Mother," said a little girl, 
"where does the light go when it goes out?" Sure 



48 COMMON SENSE 

enough! Where likewise do our remembrances go 
when they quit us? 

It is an interesting theory, whether true or not, 
that nothing is ever absolutely forgotten, and that 
at the instant when the brain dissolves, and the 
spirit escapes from its material house, every mo- 
ment of life is vividly present. There is much 
about the mind's memory power, as there is about 
all of its powers, that can not be understood. God 
holds the secret in the laboratory of his creative 
wisdom. 

On the other hand, there are certain observable 
habits which memory has that may be profitably 
studied. These habits generally group themselves 
into distinct types of memory, each type being 
familiar to every observer. 

1. The A^erbal Type. — Some minds readily retain 
words and phrases without being proportionately 
able to get their meaning. There is an occasional 
student in every college who seems to pass a 
creditable examination, but who, in fact, does little 
more than cram his memory with words. In the 
old days of the ''spelling-match," there was in 
nearly every community a champion speller, and it 
was sometimes true that "spellin' sense" was about 
all the sense he had. Eggleston's "Hoosier School- 
master" has such a character. 

2. The Logical Type. — There are other minds that 
grasp and retain principles and meanings without 
being able to remember the exact words which 
convey them. Memory of this type belongs to 
thoughtful and philosophic people who arre apt to 



MEMORY 49 

feel that memorizing exact words and phrases is a 
small business. 

3. The Eccentric Tyiie. — And still other minds 
show phenomenal ability in recalling some par- 
ticular kind of knowledge. One remembers dates 
or historical events. Another remembers mathe- 
matics. Another, music. Blind Tom could, from 
hearing a new and difficult composition once, seat 
himself at the piano and immediately reproduce it 
without error. 

4. The Normally Vigorous Type. — There is an 
occasional mind that gets a firm and lasting grasp 
upon practically all of the important knowledge 
that comes before it. A robust, all-round memory 
indicates a strong mind. Students in the classes 
of Prof. J. W. McGarvey recall the fact tliat he held 
in his memory the exact wording of all the Scrip- 
ture text covered by class recitation. He also knew 
every able interpretation and its author. 

II. IMPORTANCE OF THE MEMORY. 

1. The Ability to Recall Knowledge is the Secret 
of Intelligence. — To be able to recall what has been 
previously known means more than can even be 
imagined. Without this ability there could be no 
happiness, no sense of identity, no knowledge of 
environment. Your mother's face would mean 
nothing to you, because you could not recall having 
seen it before. The old home would look un- 
familiar. You would be helpless. London papers 
recently published the description of a man who 
had forgotten who he was. His coat bore an Amer- 



50 COMMON SENSE 

ican trade-mark, but nothing else was known about 
him, and he could throw no light upon his own 
personal history. 

2. The Ability to Retain Knowledge is the Basis 

of Progress.— All improvement is made possible by 
comparing what is being done with what has been 
done. Without memory there could be no such 
comparison. The accumulated history of the ages 
is the product of memory. All plans for to-morrow 
which we are making to-day are based upon the 
experiences of yesterday. Without memory there ^ 
would be no yesterday. 

III. ACTION OF THE MEMORY. 

1. General Laws. 

(1) Imvression. That which is most vividly im- 
pressed is most clearly remembered, and that in 
which there is keenest interest is most vividly 
impressed. This general law of memory your own 
experience will confirm. It is also confirmed by 
the fact that many elderly people have a poor 
memory for present occurrences and a good memory 
for past ones. The gradual breaking down of the 
physical powers, including dullness of hearing and 
dimness of sight, makes it impossible for the senses 
to convey knowledge vividly, hence the impressions 
made by every-day events are only slight. There 
is also an increasing lack of interest in daily hap- 
penings as people grow older, because responsi- 
bilities are being shifted to younger shoulders. 
The mind is therefore driven back into the past in 
search of interesting things to think about, and 



MEMORY 51 

the present makes but little impression, or none 
at all. 

(2) Understanding. To be well remembered, the 
subject must be thoroughly understood. When 
the teacher, for lack of time, or because of too 
many pupils, can not see to it that each pupil 
understands, there can be no certainty that the 
lesson will be remembered. A method of educa- 
tion which considers a group of pupils and ignores 
the individual is. unfair. The pupil who does not 
understand can not remember, and therefore has 
no chance. - 

(3) Association. This is perhaps the most im- 
portant law of the memory. It is the law of ''that 
reminds me." New knowledge is associated with — 
tied to — old knowledge, and thus remembered. As 
Professor James says, ''Whatever appears in the 
mind must be introduced; and, when introduced, it 
is as the associate of something already there." 

If two items of knowledge are similar, the men- 
tion of one helps you to remember the other. This 
is why Jesus, the great Teacher, used the word 
**like" so often. On the other hand, if two items 
of knowledge are exactly opposite, the mention of 
one helps you remember the other. Black suggests 
white, sin suggests righteousness. If things are 
associated together in time or place, the memory 
holds them and recalls them in that relation. It 
is the law of association that explains the old- 
fashioned custom of tying a string on the finger as 
a reminder. I have heard of a second string being 
worn to remind the wearer of the first. 



52 . COMMON SENSE 

(4) Repetition. The more frequently the mind ' 
goes over any given knowledge, the more clearly , 
that knowledge will be retained. This is doubtless 
true because by repetition you associate the words 
and ideas together so that they suggest each other. 
This explains the value of reviews and drills. a 

2. General Observations. — There are four courses i 
which may be pursued in the treatment of memory. | 
They speak for themselves as to their wisdom. ; 

(1) Memory may 'be charged with facts — facts ■ 
of lasting value that can be drawn upon throughout 
life for material out of which to make character. ) 
All practical education is a process of gathering * 
and storing facts. 

(2) Memory may be fed upon principles — prln- ^ 
ciples of eternal worth, the unfoldment and applica- 
tion of which furnish life with its growth, beauty, 
diversity and usefulness. The principle of the 
''Golden Rule" can never grow old. The principle 
of Jesus' great commission can never be outgrown. 

(3) Memory may be doped with abstractions — 
abstractions that never get anywhere, because they 
are not aiming to go anywhere. Speculation adds 
little to the mind except doubt and discontent, 
while the human mtnd really hungers for certainty. 
Cne "verily" of Jesus is worth all the "may be 
so's" of the theorists. 

(4) Memory may be starved upon scraps and 
fragments — scraps and fragments of superficial 
stuff, which make the mind hungrier the more it 
feeds upon them. Skimming through newspaper 
headlines, rushing feverishly through hectic novels, 



MEMORY 53 

engaging in empty conversation, thinking thought- 
less thoughts — all impoverish memory by giving it 
nothing worth while to remember. 

IV. REASONS FOR STUDYING THE MEMORY. 

1. That You May Know HOW to Address It.— 

You will address the mind as vividly as possible, and 
through as many of the senses as possible, in order 
to deepen impression. If, for instance, you simply 
state to your class the fact .that alcohol fires the 
blood, but never feeds it, you may succeed in im- 
pressing one or two pupils somewhat strongly. If, 
in addition to this, however, you say, "Look here!*' 
then take out of its box a good microscope, remove 
the little glass plate on which objects are placed, 
prick your wrist with a knifeblade, put a drop 
of blood upon the plate, immediately mingle a little 
alcohol with it, and then let your pupils see the 
result, not one of them will ever forget it. 

Professor James practically reduces memory to 
a physical level, making its exercise a matter of 
ploughing furrows through the brain tissue. If 
your brain chances to be made of ''fluid jelly," your 
memory remains weak, because the track closes up 
behind each thought, like the trough behind a ship. 
Experience and observation seem to me to be 
against this theory and in favor of the belief that 
memory, as a faculty, may be strengthened by cul- 
tivation and weakened by neglect. If so, the fact 
furnishes another reason for your studying memory. 

3. That You May Know WHAT to Present to It. 
— The mind needs general as well as special train- 



54 COMMON 8EN8E 



ing. If, therefore, you have a pupil with the verbal ' 
type of memory, give him such words to commit 
as contain fundamental truths. Having lodged the I 
jewel hox in his memory, you may lead him to dis- \ 
cover and appreciate the jewel which it contains, j 
If you have a pupil who easily remembers truths 
without being able to retain exact words and 
phrases, lead him through a thorough and fascina- 
ting explanation of the truths to appreciate the 
value of memorizing exact words as the casket in! 
which the truth must be preserved. Present the^ 
more interesting phases of any subject first, and so 
associate the less interesting phases that they can , 
not be separated. . H 

3. That You May Know WHEN to Stress It.— 
Provide a moderate amount of attractive memory 
work for early childhood. Provide much for middle 
and later childhood and early youth — memory being 
most active from about seven to fourteen. Provide 
special memorizing according to individual needs 
and natures throughout youth and the prime of 
life, and provide for maturity such appeals to mem- 
ory as will bring forth the pure gold of experience. 

V. SCRIPTURE SIDE-LIGHT. 

"Remember ye the words which have been spoken 
before by the apostles of our Lord Jesus Christ" 
(Jude 17). 

SENSIGRAMS. 

"Memorizing should become a by-product of 
thinking, instead of a substitute for iV—McMurry. 
"God has so planned that what we plant in a 



MEMORY 55 

human soul may bloom perennially." — Brumbaugh. 

Your stock of intelligence is not so much what 
you can remember, as what you can not forget. 

The mind is no more nourished by memorizing 
words alone than the body is nourished by chewing 
a bill of fare. 

Consider well your teaching, 
What's taught you can't recall ; 

*'No use to pull the trigger, 
Then try to stop the ball." 

FOR REVIEW AND DISCUSSION. 

1. Define memory and illustrate the definition in 
your own way. 

2. Discuss from experience your power to recall 
things forgotten. 

3. Describe four types of memory and illustrate 
from your own observation. 

4. Give two proofs of the importance of memory. 

5. What are the four general laws of memory 
activity? 

6. Why do old people easily remember the happen- 
ings of long ago, and easily forget present occur- 
rences? 

7. Discuss the general observations as to charg- 
ing, feeding, starving and doping memory. 

Debate the question: 

Resolved^ That memory is demoralized by the novel-read- 
ing habit 

8. Give important reasons for studying memory. 

9. Why would you advocate the memorizing cf 
Scripture? 

10. Repeat the Scripture Side-light. 



56 COMMON SENSE 



OUTLINE OF LESSON VL 

Imagination 

I. Definition of the Imagination. 

1. Illustration: Ps. 91: 1-4. 

II. Importance of the Imagination. 

1. Forms ideals. 

2. Stimulates discovery. 

3. Originates invention. 

4. Creates art. 

5. Illumines instruction. 

6. Inspires devotion. 

III. Action of the Iiiiaginaticn. 

1. Fanciful in childhood. 

2. Creative in youth. 

3. Practical in prime of life. 

4. Prophetic in old age. 

IV. Reasons for Studying the Imagination. 

1. That you may understand its use. 

2. That you may prevent its abuse. 

V. Scripture Side-light. 
Sensigi^ams. 

For Review and Discussion. 



I 



IMAGINATION 57 

LESSON VI. 

Imagination 

"He that dwelleth in the secret place of the Most 
High shall abide under the shadow or the Almighty. 
I will say of Jehovah, He is my refuge and my 
fortress; my God in whom I trust. For he will 
deliver thee from the snare of the fowler. . . . He 
will cover thee with his pinions, and under his wing 
shalt thou take refuge. . . . His truth is a shield 
and buckler." These words of the Psalmist cause 
your mind, in a few seconds of time, to see objects, 
pictures, similes, significances and truths that 
would cover pages of detailed description, and what 
you see is probably but a meager bit of the rich 
imagery that filled the mind of the Psalmist him- 
self. This enlarging, illuminating power of the 
mind is called imagination. 

I. DEFINITION OF THE IMAGINATION. 

Imagination is the mind's power to picture things 
to itself in combinations of its own devising. Like 
memory, it is an intellectual power, but while 
memory calls things to mind as they actually were, 
imagination pictures them in combinations and 
relations that are new and original. 

David had seen the stretched pinion of many an 
eagle, and had doubtless seen many a mother-bird 
quickly cover her brood with protecting wings in 
the presence of danger; but he had never seen 
God. THe conception of God's hovering wings was 



58 COMMON SEN8E 

therefore an imaginative conception, and not a mat- 
ter of memory. 

II. IMPORTANCE OF THE IMAGINATION. 

1. Forms Ideals. — Imagination does much toward 
making character what it is, by forming ideals of 
what character may become. The Bible says just 
enough about Jesus to enable the human imagina- 
tion to see him in every needed relation to life and i 
conduct. The actual description of him is really ! 
meager, but sufficient to compel the mind to see him 
as the Son of God and the Saviour of men. 

2. Stimulates Discovery. — It is imagination that ^ 
pilots the discoverer, whether he contemplates 
learning the rivers of an unexplored continent or 
searching out the hiding-place of an unknown 
planet. Columbus had undiscovered shores in his 
mind before he ever set foot upon the West Indies. If 
Livingstone had had a feeble imagination, he never 
would have gone to Africa. Strange as it may seem, 
the discovery of truth is dependent upon imagina- 
tion, for it is only the imaginative mind that in- 
vestigates. In 1583 some workmen were repairing 
the interior of an Italian cathedral. An observant 
boy of eighteen, named Galileo, entered the build- 
ing, and saw a great hanging lamp which had 
accidentally been set in motion. By comparison 
with his pulse-beats he found the swinging of the 
lamp to be regular. Starting with this tangible 
fact, his imagination discovered the principle of 
the pendulum. 

3. Originates Invention. — It is imagination that 



IMAGINATION 59 

originates all new things devised by the mind. A 
new model of an engine runs upon the brain-track 
of the inventor before it has, or can have, any 
actual existence. Edison's thought was lighted with 
electricity before a single arc-lamp was made, 
^larconi's wireless messages first sped through his 
mind. Every invention known to human progress 
existed at one time only in the imagination of the 
inventor. 

4. Creates Art. — It is imagination that creates 
all that is beautiful and enchanting in art, poetry 
and oratory, and it is imagination that enables the 
beholder, the reader and the listener to appreciate 
these things. Raphael had to create his conception 
of the ''Madonna" before he could put it upon 
canvas, and the ''David" which Angelo chiseled in 
his thought surpassed even the masterpiece which 
he made in marble. 

A dull, unimaginative youth, watching the flying 
brush of Turner as he painted a sunset, said: "I 
can't see anything so wonderful about that." "No?" 
said Turner, "don't you wish you could?" 

5. Illumines Instruction. — It is imagination that 
makes genuine instruction possible by lighting it up. 
Every kind and phase of illustration is the work 

\ of Imagination. Jesus in teaching his disciples gave 
utterance to a principle, and then flashed the light 
of a parable upon it to enable them to eoe clearly 
what he meant. You will more fully grasp the 
importance of imagination in the matter of instruc- 
tion and thought-building, if you will consider the 
prominence given in literature to such words as 



60 COMMON SENSE 

story, illustration, figure, simile, type, metaphor, 
emblem, symbol, parable, allegory, legend, myth, 
fable, folk-lore and fairy tale. 

Each of these words represents a certain play of 
imagination, and the fact that so many words are 
needed shows the wealth of imagery which imagina- 
tion keeps in store. All of the spice and flavor and 
pleasing variety which you can give to instruction 
must be furnished by the imagination. A little 
girl said of salt, ''It's what spoils potatoes when 
you don't put any in." Imagination spoils teaching 
in the same way. 

6. Inspires Devotion. — It is imagination that 
enables faith to lay hold upon God. It lights up the 
heavenward pathway of prayer. It makes worship 
possible and helpful You can not worship God if 
he has no existence in your thought. It is because 
the pure in heart keep the windows of their imagi- 
nation free from the grime of sin that they can "see 
God." 

III. ACTION OF THE IMAGINATION. 

There is no time in life when the imagination 
confines itself to one kind of activity. Neither is 
it true that two imaginations are exactly alike, but 
the following activities are observable in a general 
way: 

1. Imagination Acts Fancifully in Early Child- 
hood. — It originates all kinds of impossible, enter- 
taining and sometimes fearful combinations. A 
little girl easily hops upon the back of a bumble- 
bee and glides into the heart of a giant hollyhock 



t 



IMAGINATION 61 

where sweet-smelling forests throw their shadows 
across chocolate-pebbled brooks. Fear is often the 
product of an active imagination. One day a min- 
ister took his little grandson with him into the 
big, empty church. The boy looked tremblingly 
around and whispered, ''Grandpa, where's the 
zeal?" "What?" said his grandfather. ''Why, the 
zeal that eats you up" (John 2: 17). Fancied 
things are often so vivid in the imagination of 
children that they seem to be real. The little boy's 
imagination had pictured "zeal" as a man-eater. 

2. Iniagination Acts Creatively in Later Chilcl- 
hood and in Youth. — That is, the mystic fancyings 
begin to take definite forms that are more struc- 
tural. The boy builds a sky-scraper with blocks 
or cobs. The girl's doll-house is a palace, and her 
dolls are living people, who do possible rather than 
impossible things. 

The imagination of youth makes life plans galore, 
and maps out careers which are sometimes honor- 
able and sometimes dishonorable — but always pic- 
turesque. 

3. Imagination Acts Practically in the Prime of 
Life. — It is often stated that men and women are 
not so imaginative as children. It might be more 
accurately said that the imagination of mature 
years occupies a different field of activity from that 
of childhood. While it is true that the sober 
interests of middle life and the monotonous repeti- 
tion of daily tasks make impossible the fancies and 
day-dreams of bygone days, the imagination is 
active ju^t the same — active in a more responsible 



62 COMMON SENSE 

work. An eagle's wing is an eagle's wing, whether 
dipping and darting through the clouds or being 
used to beat to death some slinking foe near the 
nest on the crag. 

4. Imagination is Prophetic in Old Age. — Our 
grandparents sit at the west window and imagine 
that the sunset glow is really the radiance of the 
heavenly morning. To them every sentence of 
John's vision is a key that unlocks the portals of 
some anticipated joy. Paces that have dwelt in 
distant memories emerge from the mist and smile 
into reminiscent eyes as imagination pictures an 
early greeting. 

IV. REASONS FOR STUYDING THE IMAGI- 
NATION. 

1. That You May Understand Its Use. 

(1) Training yourself to use illustrations that 
teach and to use teaching that illustrates. 

(2) Training your pupil to form ideals that are 
possible and to plan possibilities that are ideal. 

2. That You May Prevent Its Abuse. 

(1) Making yourself a close companion, whose 
example may be confidently followed. 

(2) Making yourself a spiritual leader, whose 
wisdom can never be questioned. 

V. SCRIPTURE SIDE-LIGHT. 

"We look not at the things which are seen, but 
at the things which are not seen" (2 Cor. 4: 18). 



IMAGINATION 63 

SENSIGRAMS. 

'^Nobody sees less than the feller what's allers 
lookin' out fer number one." — Timothy Standdy. 

A parrot may be taught to say, **Ye cannot serve 
God and mammon," but it requires an imagination 
' bigger than a parrot's to take in the meaning. 

**A great artist can paint a great picture on a 
very small canvas." — Warner. 

"An ideal is a fixed purpose, by which, from time 
t to time, you can steer your life." — Henry Van Dyke, 

The meditations of life's evening are made out of 
the teachings of life's morning. 

FOR REVIEW AND DISCUSSION. 

j 1. What is imagination? 

I 2. What is the difference between memory and 
imagination? 

3. Give six reasons for considering imagination 
Is important? 

4. How is instruction lighted up by imagination? 

5. How does imagination act in childhood? 

6. Why do children make slight distinction be- 
tween fact and fancy? 

7. What is the value of imagination to youth? 

8. How does imagination act in the prime of life? 

9. How is imagination a blessing in advanced 
years? 

10. Discuss fully the reasons for studying imagi- 
nation. 



64 COMMON SENSE 



OUTLINE OF LESSON VII. 

Curiosity, Attention, Interest 

I. Definition of Curiosity, Attention and Interest. 

1. Curiosity defined. 
(1) Idle. (2) Purposeful. 

2. Attention defined. 
(1) Voluntary. (2) Involuntary. 

3. Interest defined. 
(1) Native. (2) Acquired. 

II. Importance of Curiosity, Attention and Interest. 

1. Curiosity craves knowledge. 

2. Interest determines the kind. 

3. Attention makes effective. 

III. Action of Curiosity, Attention and Interest. 

1. Curiosity acts spontaneously. 

2. Attention acts voluntarily and involuntarily. 

3. Interest acts animatedly. 

(1) Native interests follow impulse. 

(2) Acquired interests follow judgment. 

IV. Reasons for Studying Curiosity, Attention and 

Interest. 

1. Arousing curiosity necessary to attention. 

2. Getting attention necessary to continued in- 

terest. 

3. Interest absolutely necessary to instruction. 

V. Scripture Side-light. 
Sensigrams. 
For Review and Discussion. 



CURIOSITY, ATTENTION, INTEREST 65 

LESSON VII. 

Curiosity, Attention, Interest 

There is a certain wonderful palace, to the 
vestibule of which there are five entrances. In this 
vestibule there are three princesses, who hold the 
keys to the palace. He who fails in appealing to 
one or more of these princesses must go away- 
unadmitted. The palace is the mind and the 
princesses are Curiosity, Attention and Interest. 

The three are sisters, and the last-named two 
are twins. There is a striking resemblance among 
them, but so nearly alike are Attention and Interest 
that when you undertake to describe the one you 
find yourself describing the other. 

I. DEFINITION. 

1. Curiosity. — Curiosity is usually defined as the 
desire to know. There is a keenness of zest and 
anticipation about it, however, that is not expressed 
in this definition. I would define curiosity as the 
mind's appetite. Once upon a time you feigned 
sleep on the night of Christmas eve. Whispers, 
suppressed laughter, rustling papers and other 
tantalizing sounds smote your ear. The consuming 
eagerness to know what was going on was curiosity. 
Curiosity may be: 

(1) Idle. 

(2) Purposeful. 

Idle curiosity meddles; purposeful curiosity in- 
vestigates. 



66 • COMMON SENSE 

2. Attention. — Attention is the mind's power to 
focus upon something. As a lens gathers the sun's 
rays to a point upon an object, so the mind focuses 
its thought. This act of concentration is attention. 
Attention is won and held by some kind of interest. 

Inattention may be caused by willfulness, indif- 
ference, a preoccupied mind, superficial thinking, 
physical discomfort or the presence of distracting 
surroundings. 

(1) Yoluntary attention. When the mind, by ex- 
ercise of will-power, compels its thoughts to focus 
upon something in which there is little or no 
interest, its attention is called voluntary. In other 
words, when you have to malce yourself think of 
anything, you are giving it voluntary attention. 
Professor James says that it is impossible for even 
the strongest mind to do this for more than three 
or four seconds at a time. Try it. Make a dot 
in the center of a large sheet of blank paper, focus 
your thought upon it, and see how long you can 
think of the dot and nothing else. If it be impos- 
sible for the trained mind to give voluntary atten- 
tion for but a fraction of a moment, how can a 
teacher reasonably expect it from fidgety boys and 
girls for a half hour at a stretch? 

(2) Involuntary attention. When the mind con- 
centrates its thought upon something without effort 
— when the focusing act does itself — attention is 
involuntary. If you hear a child scream with 
terror, if a band plays unexpectedly, or if the book 
you are readiDg abounds in exciting action, your 
attention is involuntarily given. It is given uncon- 



CURIOSITY, ATTENTION, INTEREST 67 

Bciously. In other words, you pay attention without 
knowing that you are paying attention. 

3. Interest. — The action of the mind which we 
call interest is as difficult to define as it is im- 
portant to understand. It has been called **sus- 
tained attention;" but we have just seen that there 
is one very essential kind of attention that can not 
be sustained. As your mind gives its attention to 
something which satisfactorily rewards it, there is 
a glow of excitement that accompanies the exercise. 
This glow is interest. Interest, then, is the fervor 
which enlivens attention. 

(1) Native interests. There are some interests 
that are a part of our nature — native interests, we 
call them. Things that are unusual, striking, 
startling, spectacular, strange, wonderful and novel, 
all things within the realm of action and variety, 
and all things pertaining to personal welfare are 
native interests. Your pupils pay more attention to 
what you do than to v/hat you say because of their 
native interest in action. When the fire department 
passes with a roar of pounding hoofs and clanging 
bells, everybody rushes to the window. When a 
dancing bear performs in front of a schoolhouse, 
books are ignored. When young people go to places 
of questionable entertainment, it is not necessarily 
the element of depravity that attracts them. The 
variety, action, novelty and picturesqueness of it 
all make an irresistible appeal to native interests — 
irresistible because of the absence of the training of 
interests that are higher. 

(2) Acquired interests. There are other interests 



68 COMMON SENSE 

that are not a part of our nature, but that are 
created to fit life's necessities and conditions. For 
instance, the alphabet in itself is uninteresting, but 
by giving the letters arrangement and meaning, a 
remarkable interest is created. Interest in nearly 
all the higher things of life is acquired. Interest in 
the victory of temperance is an acquired interest. 
So, likewise, is ^interest in political reform, and, for 
that matter, in Christian truth itself. Professor 
James gives an axiom telling how acquired interests 
may be formed: ''Any object not interesting in 
itself may become interesting through becoming 
associated with an object in which an interest 
already exists." 

Hard work and monotonous tasks are not inter- 
esting in themselves, but when associated with such 
native interests as personal comfort and the happi- 
ness of loved ones, they become interesting. Inter- 
est in Christian ideals and right conduct is ac- 
quired through their bearing upon personal welfare. 
The native hunger of the soul for approbation, 
pleasure and conquest is trained to desire their best 
development. 

II. IMPORTANCE. 

1. Of Curiosity. — It is curiosity that craves 
knowledge, and is therefore responsible for lead- 
ing the mind into inquiry and investigation. You 
can easily see the bearing which curiosity has upon 
science, discovery progress, and, in fact, the whole 
realm of education. A boy's curiosity is often 
trying to his seniors, but it is the making of the boy. 



CURIOSITY, ATTENTION, INTEREST 69 

2. Of Interest. — It is interest that determines the 
kind of knowledge that is craved, and therefore 
determines character. An interest in flaming litera- 
ture consumes the good and feeds the bad in human 
nature. Interest in good teaching and in high 
thinking nourishes character and brings it to its 
best. 

3. Of Attention. — It is attention that makes 
knowledge effective by concentration of thought. 
A man in California arranged a series of lenses so 
that they all focused upon one spot, and generated 
heat enough to run a small engine. The great, 
throbbing engines of business are being run by the 
focused attention of business minds. The religion 
of Jesus Christ is being made effective in propor- 
tion as his followers concentrate their attention 
upon the doing of his will. 

Interest and attention are inseparable. C. L. 
Drawbridge reminds us tjiat "at all hours of the 
day the brain is active, and is attending to some 
idea, or collection of ideas. Tut it is only when 
the idea is interesting that attention can be easily 
concentrated upon it sufficiently long to grasp it 
fully, and so to fix it in the mind as to recollect it 
afterwards.*' 

III. ACTION. 

1. Of Curiosity. — Curiosity acts spontaneously and 
is appealed to largely by the element of mystery. 
Curiosity is strongest in early childhood. Later 
in life it loses much of its zest, and is more nearly 
described as simply the desire to knov/. 



70 COMMON SENSE 

2. Of Attention. — ^Attention acts voluntarily and 
involuntarily, as described in the definitions. Invol- 
untary attention responds to native interests; 
voluntary attention responds to acquired interests. 
The mind gives involuntary attention (1) because 
it has to; (2) because it likes to. The mind gives 
voluntary attention (1) because it needs to; (2) 
because it ought to. 

Prof. Wm. A. McKeever thinks that there should 
be an affinity between the pupil and the lesson like 
that between a boy and a red apple. He says: *'The 
task or lesson to be undertaken must, if possible, 
have just such vital relationship to the boy as the 
red apple has. It must be his ow^n task. His very 
nature must call out emphatically for the object of 
attention. He must be hungry for it; that is, have 
a personal interest in it." Assuredly that teacher 
has succeeded who has trained his pupils to like to 
learn what they ought to learn. 

3. Of Interest. — Interest acts animatedly, throw- 
ing its glow upon both curiosity and attention. 

(1) Native interests follow impulse and seek 
sensation. 

(2) Acquired interests follow judgment and seek 
instruction. 

There were doubtless many people who followed 
Jesus from place to place simply to see the remark- 
able things he did. Some may have hoped for a 
frequent treat to loaves and fishes. Others wanted 
to be freed from pain. Jesus got in touch with the 
people through these native interests, and by asso- 
ciating higher interests taught higher things. For 



CURIOSITY, ATTENTION, INTEREST 71 

instance, the parable of the sower primarily deals 
with food. Beginning with this strong native inter- 
est, Jesus led his disciples to acquire an interest in 
a profound spiritual truth. All his parables were 
made upon this plan. He knew that interest in 
food, shelter, clothing and bodily comfort was 
stronger than interest in prayer, sacrifice, moral 
heroism and spiritual growth. Therefore he began 
his teaching with things in which they were already 
interested, in order that he might lead them to the 
higher interests that were yet beyond them. Mem- 
bers of young men's classes are sometimes keener 
to attend ba'1-games, feeds and track-meets than 
they are to attend church services. Their native 
interests are stronger than their acquired interests. 

Childhood is interested almost solely in sensa- 
tion, novelty and action. 

Youth is interested in adventure, invention, dis- 
covery, risk and the doing of difficult things. 

Manhood and womanhood are interested in 
ideals, plans, discussions, social relations and prac- 
tical problems that bear upon achievement. 

Old age is interested in the memories of early 
life and the forecast of the life to come. 

All are interested in anything and everything 
that has a direct bearing of good or ill upon self. 

IV. REASONS FOR STUDYING CURIOSITY, AT- 
TENTION AND INTEREST. 

1. The nature and action of curiosity should be 
studied, because arousing curiosity is one of the 
best ways of getting attention. 



72 COMMON SENSE 

2. The nature and action of attention should be 
studied, because it is impossible to hold interest 
without attention. 

3. The nature and action of interest should be 
studied, because interest is absolutely necessary to 
instruction. 

In other words, curiosity is necessary to atten- 
tion, attention is necessary to interest, and interest 
is necessary to instruction. 

V. SCRIPTURE SIDE-LIGHT. 

"Ask, and it shall be given you; seek, and ye 
shall find; knock, and it shall be opened unto you" 
(Matt. 7:7). 

SENSIGRAMS. 

It is good to hold attention in order to instruct; 
it is better to so instruct as to hold attention. 

"Interest is the sign-board pointing the direction 
in which education must proceed." — 0'8hea. 

A gnat can wreck an automobile by getting into 
the driver's eye at a critical moment. 

"To command a boy to 'pay attention' is the 
surest way to lose his attention." — Musselman. 

It would be just as well for the teacher to 
solemnly address the hats and coats in the cloak- 
room, as to talk to pupils who are present in body, 
but absent in spirit. 

"Wouldst thou know how to teach the child? 
Observe him, and he will show you what to do." — 
Froel)ei. 



CURIOSITY, ATTENTION, INTEREST 73 

FOR REVIEAV AND DISCUSSION. 

1. Relate the figure of the three princesses. 

2. Define curiosity, attention and interest. 

3. Describe the difference between involuntary 
and voluntary attention. 

4. What is the difference between native and ac- 
quired interests? 

5. How did Jesus adapt his teaching to the native 
interests of his disciples? 

6. How would you go about leading pupils to 
acquire higher interests? 

7. Why are young people more interested in 
athletics than in religion? 

8. What are the ordinary interests belonging to 
the different periods of life? 

9. What bearing has this lesson upon the amuse- 
ment question? 

10. Give reasons for studying curiosity, atten- 
tion and interest. 



74 COMMON SENSE 

OUTLINE OF LESSON VIII. 
Reason and Judgment 

I. Definitions. 

1. Reason defined. 

2. Judgment defined. 

3. Both illustrated. 

4. Common difference. 
n. Importance. 

1. Reason necessary to clear thinking. 

(1) Sound reasoning means truth. 

(2) Unsound reasoning means error. 

2. Judgment necessary to wise action. 

(1) Good judgment means triumph of wis 
dom. 

(2) Poor judgment means victory of folly. 

III, Action, 

1. Of reason. 

(1) From general to particular. 

(2) Prom particular to general. 

2. Of judgment. 

(1) Partial. 

(2) Impartial. | 

IV, Reasons for Studying. ^ 

1. Build faith. 

2. Destroy doubt. 

3. Remove prejudice. 

V, Your Scripture Side-light. 
Sensigrams. 

For Review and Discussion. 



I 



REASON AND JUDGMENT 75 

LESSON VIII. 

Reason and Judgment 

The battle had heen hard fought aijd decisive. 
Scattered among the trees that fringed the field, a 
number of the wounded were staunching the flow 
of their life-blood. One soldier, instead of paying 
attention to the saber-thrust in his side, was sew- 
ing up a gash in his blouse. A comrade said, "Poor 
Jim, his reason is gone." Another cried out, '*Jim, 
is your head all right?" Jim said, *'Yes." ''Well, 
then, you've got mighty poor judgment, is all I have 
to say." The fact that readers of this story will 
universally agree that the wounded man was either 
displaying poor judgment or else had lost his reason, 
shows: 

(1) That in the human mind there is a sense of 
the "eternal fitness of things." 

(2) That to think and to act in harmony with 
this sense of the fitness of things is to think reason- 
ably and act with good judgment. 

(3) That reason and judgment are not the same, 
but are closely associated. 

I. DEFINITIONS. 

A peep into your dictionary will give you an idea 
of the difficulties of defining in simple terms these 
two important intellectual powers. The word "rea- 
son" has at least a dozen synonyms, and "judgment" 
a dozen others, and you are made to feel that he 



76 COMMON SENSE 

who said, **The purpose of language is to conceal 
thought," said a good thing. 

1. Reason Defined. — Reason is the name given to 
the power to think to the bottom of things and 
dig up the truth. It is the mind's ability to push 
its way through, step by step, to a final therefore. 
Ordinarily the mind reaches each conclusion, or 
''therefore," by taking three steps. These three 
steps make up a syllogism. The first step is a general 
statement, called the major premise; the second 
step is a particular instance, called the minor prem- 
ise, and the third step is the conclusion. For 
instance: (1) All fishes can swim; (2) the halibut 
is a fish; (3) therefore the halibut can swim. (1) 
All boys are mischievous; (2) Fred is a boy; (3) 
therefore Fred is mischievous. (1) Whenever Tom 
comes home the cat hides under the sideboard; (2) 
the cat is hiding under the sideboard; (3) there- 
fore Tom has come home. Every rational mind 
reasons this way hundreds of times daily. 

2. Judgment Defined. — Judgment is the name 
given to the mind's power to wisely compare values. 
It is the mind's ability to so **size up" things as to 
reach the best answer to the question ''Which?" 
Judgment weighs the merits and demerits of all 
courses of action, and is therefore back of all de- 
cisions. For instance, a girl in her later teens faces 
several opportunities. She has an opportunity to 
elope with a young fellow who is handsome but 
irresponsible. She has an opportunity to secure a 
business position at a moderate salary. She has an 
opportunity to go abroad with some relatives and 



REASON AND JUDGMENT 77 

mingle in the social circles of Europe. She has an 
opportunity to graduate in the high school, work 
her way through college, specialize in a conserva- 
tory and equip herself for a life of breadth and use- 
fulness. She reasons in and out through the various 
therefores, sizes up the whole situation, and, by 
the use of good judgment, concludes to finish her 
education. 

3. Both Illustrated. — The first therefore step in 
the reasoning of the wounded soldier, who intro- 
duces our lesson, was probably this: "Blood is nec- 
essary to life. I am losing blood. Therefore I am 
losing my life." In the series of therefores that 
followed, he came to another: "A wound in the side, 
requires a long, strong bandage." Then it was 
that his judgment compared the materials that he 
had on hand and led him to decide that his blouse 
could be made into the best possible bandage. 

4. Conimon Difference. — In most of our ordinary 
thinking, reason seeks to hit upon principles of 
action, and judgment upon the best methods of 
carrying them out. 

II. IMPORTANCE. 

1. Reason is Necessary to All Clear Thinking. 

(1) Sound reasoning means the triumph of truth. 
It is strength of reasoning power that gives to the 
world its philosophers, mathematicians amd in- 
ventors. It is sound reasoning that digs up the 
fundamental principles of the gospel in order that 
they may be applied to daily life. 

(2)^ Unsound reasoning means the victory of 



78 COMMON SENSE 

error. The most dangerous of all dangerous men 
is the insane man whose reason is perverted. In 
your adult class the argumentative man, whose 
reason is warped or obscure, gives you more trouble 
than all the rest, because he sees through a glass 
darkly, while believing himself to be the only one 
who has clear vision. He makes general statements 
without sufficient information, and reaches wrong 
conclusions which he seeks to force upon his asso- 
ciates. 

2. Judgment is Necessary to All Wise Action. 

(1) Good judgment means the triumph of wis- 
dom. Its exercise accounts for the maintaining of 
a balance in all human affairs. It is back of every 
correct decision, and is the court of final appeal 
in the settlement of the mind's difficulties and 
quandaries. In your r.dult class, the man of good 
judgment is called the practical man, and it is he 
to whom the class appeals for advice. He is level- 
headed and safe. 

(2) Poor judgment means the victory of folly. 
It accounts for the blunders and unwise decisions 
that wreck character and destroy happiness. 

III. ACTION. 

1. Of Reason. — The mind reasons in two different 
ways, and these two ways are like the action of a 
shuttle, back and forth, back and forth. 

(1) Reason proceeds from the general to the 
particular. This is called deductive reasoning, and 
is the kind which requires the least thinking. If 
depended upon implicitly, it leads to error as often 



REASON AND JUDGMENT 79 

as it does to truth. For instance, **A11 church-mem- 
bers are hypocrites. John Doe is a church-member. 
Therefore John Doe is a hypocrite." A wrong con- 
clusion is here reached in a particular case, because 
the general statement was untrue. Children are 
compelled to reason this way almost wholly, because 
their reasoning power is undeveloped and their 
knowledge is limited. They are obliged to accept 
as true the general statements of their seniors, and 
measure all particular cases by them. It is there- 
fore very important for parents and teachers to 
be sure that statements made to children are cor- 
rect. Loose and careless general statements lead 
to wrong conclusions and put a premium upon inac- 
curacy and falsehood. 

(2) Reason proceeds from the particular to the 
general. This is called inductive reasoning, and is 
the kind which enables the mind to reach its truest 
conclusions. For instance, Mr. X was a bad man. 
Mr. X became a Christian. Becoming a Christian 
made him a good man. The same is true in the 
case of Mr. A, Mr. B, Mr. C and Mr. D, and in thou- 
sands of other individual instances. Wherever 
there is an exception it is discovered that the pro- 
fession of faith was false, or not adhered to. The 
inevitable conclusion is that Christianity is the 
power that makes men good and saves from sin. 
This is the kind of reasoning to be encouraged and 
strengthened by both parent and teacher. It re- 
quires more research, more care, more painstaking, 
but its work is more sure. 

2. Of Judgment. — Judgment acts partially or im- 



80 COMMON 8EN8E 

partially, according to the general strength of mind. 
At least three things are necessary to an impartial 
act of judgment: 

(1) Wide information. 

(2) Extensive observation. 

(3) Careful consideration. 

IV. REASONS FOR STUDYING REASON AND 
JUDGMENT. 

1. That You May Build Faith. — Faith may be 
built in the minds of your pupils by showing the 
reasonableness of the gospel. 

2. That You May Destroy Doubt. — Doubt may be 
destroyed in the minds of your pupils by helping 
them to form correct judgments. 

3. That Y^ou May Remove Prejudice. — Preju- 
dice may be removed from the minds of your pupils 
by presenting all sides of every problem. 

V. SCRIPTURE SIDE-LIGHT. 

*'Being ready always to give answer to every 
man that asketh you a reason concerning the hope 
that is in you" (1 Pet. 3: 15). 

SENSIGRAMS. 

"Judgment often gets credit for things that be- 
long to pure luck." — Newspaper Paragraph. 

The most unreasonable man is the one who is 
always haranguing others to be reasonable. 

"Knowledge is proud that he knows so much; 
Vv^'isdom is humble that he knows no more." — 
Cowper, 



REASON AND JUDGMENT 81 

"A man who does not know how to learn from 
his mistakes turns the best schoolmaster out of his 
life." — Beecher. 

"The lightning-bug is brilliant, 
But he hasn't any mind ; 
He stumbles through existence 
With his headlight on behind." 

FOR REVIEW AND DISCUSSION. 

1. Relate the opening illustration. 

2. Define reason. 

3. Define judgment. 

4. Illustrate both. 

5. What is the common difference between them? 

6. Prove the importance of reason and the im- 
portance of judgment. 

7. Name and explain the two processes of rea- 
soning. 

8. Which is the better, and why? 

9. What three qualifications are necessary to im- 
partial judgment? 

10. Give three reasons for studying reason and 
judgment. 



82 COMMON SENSE 

OUTLINE OF LESSON IX. 

Conscience and Character 

I. Definitions. 

1. Conscience defined. 

2. Character defined. 

3. Relation of conscience and character. 

II. Contributing Factors. 

1. Heredity. 

2. Environment. 
(1) Influence of home. 
(S) Influence of friends. 
(3) Influence of books. 

3. Special training. 

(1) The public school. 

(2) The Bible school. 

III. Iniperr.tive Needs. 

1. An awakened ministry. 

2. An enlisted church. 

3. An instructed school. 

4. An inspired goal. 

IV. Reasons for Studying Conscience and Character. 

1. To give conscience right standard. 

2. To give character right foundations and ma- 

terial. 

V. Scripture Side-light. 
SensigTanis. 

For Review and Discussion, 



CONSCIENCE AND CHARACTER 83 

LESSON IX. 

Conscience and Character 

I. DEFINITIONS. 

Reflecting a too popular attitude of mind, a small 
boy defined conscience as being ''what makes you 
feel bad when you get found out." His definition 
can not be taken seriously, of course, but, in search- 
ing for a better one, we do not find perfect agree- 
ment among minds that are much older and wiser 
than his. 

1. Conscience Defined.^ — For our purpose, let us 
be content to say that conscience is the mind's sense 
of obligation to do what is believed to be right, 
and obligation not to do what is believed to be 
wrong. It is the sense of oughtness imbedded in 
human nature by the Creator as a starting-point 
from which men may grow to be like him. Mark 
you, however, that conscience in and of itself does 
not decide upon what is right or wrong. Judgment 
does the deciding and conscience says **I ought," or 
*M ought not." Conscience must have a right stand- 
ard of measurement in order to determine what is 
right and what is wrong. When Paul was Saul he 
conscientiously persecuted the Christians. When 
Saul became Paul he was their most conscientious 
defender. The law of Moses was his first conscience 
standard, the life of Jesus Christ was his second. 

2. Character Defined. — Character is the sum of 
the traits that make up individuality. As dis- 



84 COMMON SENSE 

tinguished from reputation, character is what you 
really are, while reputation is what people think 
you are. As some one has strikingly put it, **Char- 
acter is what you are in the dark." 

3. Relation of Conscience and Character. — While 
a strong conscience does not necessarily indicate a 
strong character, there can be no true strength of 
character without a good conscience. Conscience 
and character are inseparable. Whether character 
be great and commanding, or modest and obscure, 
it is conscience that makes possible whatever moral 
and religious worth it possesses. 

II. CONTRIBUTING FACTORS. 

1. Heredity. — In the yards of any steel-mill you 
will find great piles of crude iron bars, called pig- 
iron. These bars contain the original elements that 
are to be wrought into products of varying values. 
Whatever else may be said of heredity, it is at least 
true that it presents us with the original elements 
from which character may be made. It gives us the 
raw material. According to Professors James and 
Butler, the main original elements are fear, love, 
curiosity, imitation, emulation, pugnacity, pride, 
ownership and constructiveness. To this list should 
be added the sense of oughtness, or conscience, and 
you have the raw materials which all parents and 
teachers find in varying proportions to work on. 
Many interesting and important things might be 
discussed in this connection, but the most important 
to be remem'bered is this: The thing that matters 
about heredity is not so much what past generations 



CONSCIENCE AND CHARACTER 85 

have given to the present, as it is what present 
generations are going to give to the future. 

2. Environment. — In a general sense, everything 
comes from environment that does not come from 
heredity. In a particular sense, there are three 
main influences which make up the environment 
of the average boy and girl: 

(1) Influence of home. 

(2) Influence of society. 

(3) Influence of literature. 

The average home is not a Christian home in 
any positive sense. Some homes are vicious, others 
are indifferent, many are impoverished by business 
or pleasure, and a few are constructively Christian. 

Society at large is not filled with the Christ 
spirit, and does not exercise a Christian influence 
over the individual. No girl or boy, turned loose 
to roam at will, would become a Christian by con- 
tact with the world. 

The thousands of tons of newspapers, magazines 
and books that come daily from the press are not 
Christian in their general effect upon youth. 

Judge Ben Lindsey, of Denver, as judge of the 
Juvenile Court, deals altogether with the so-called 
incorrigible boys and girls, many of whom come 
from badly mixed — and some of them from posi- 
tively criminal — strains of heredity; and nearly all 
of them from a more or less vicious environment. 
Judge Lindsey says that at least 95 per cent, of the 
children who are dealt with as ^'delinquents" are 
no different in their nature from the average child, 
but are bad because their surroundings are bad. 



86 COMMON SENSE 

Whose business is it to make the environment 
''different" — to change the home life, associations 
and reading-matter where changes are needed? Is 
it the divinely commissioned job of the courts, or 
of the church of Jesus Christ? Reformatory statis- 
tics shov^ that only one boy in ten among the so- 
called incorrigibles, reads a single good book in his 
life. Such boys know more about ''Jack the Ripper" 
than they do about the Man of Galilee. 

3. Special Training. — Two institutions exist for 
the express purpose of training the mind, character 
and conscience of our children. 

(1) The public school. 

(2) The Bible school. 

The r^'^rpose of the public school is to train the 
mind, and incidentally to develop character. The 
purpose of the Bible school is to develop character, 
and incidentally to train the mind. The public- 
school ideal is capable citizenship. The Bible- 
school ideal is Christian discipleship. Educationally 
speaking, the work of the Bible school should 
crown the work of the^ public school, and both 
schools should be provided with teachers whose 
equipment measures up to their task. When the 
day comes which will find the Bible school as well 
equipped to teach Scripture truth and its applica- 
tion as the public school is equipped to^ teach 
"secular" truth and its application, an educational 
equilibrium will be established, aijd not until then. 
A high-school boy said to his father, "If the Bible 
is as important as public-school text-books, why are 
not Bible-school teachers as well prepared to teach 



CONSCIENCE AND CHARACTER 87 

as high-school teachers?" How would you have an- 
swered him? 

III. IMPERATIVE NEEDS. 

In a far-reaching and wide-sweeping sense, four 
things are necessary to make the Bible school con- 
tribute what it ought to contribute to the guidance 
of conscience and the building of character. 

1. An Awakened Ministry .-^That is, an awakened 
ministry wherever the ministry is not already 
awake. It is everywhere stated and admitted that 
at least 80 per cent, of the converts to Chris- 
tianity come through the Bible school. What com- 
mon sense is there in a minister spending eight 
per cent, of his attention on the field that yields 
eighty per cent, of his harvest? 

2. An Enlisted Church. — That is, an enlisted 
church in the sense that all its members are in the 
Bible school and working for the enlistment of 
others. 

The Bible school is the church, learning and 
teaching the Scriptures. On the very threshold of 
Jesus' ministry "he opened his mouth and taught" 
his disciples, and in his very last message he com- 
missioned them to teach the nations "all things 
whatsoever" he had commanded them. The Bible 
school offers the only opportunity in which the 
church can obey Jesus' commission in its fullness. 

3. An Instructed School. — That is, an instructed 
school in the sense that the best educational 
methods are used in reaching the highest of educa- 
tional aims — that of leading souls to Christ. 



88 COMMON SENSE 

4. An Inspired Goal. — That is, an inspired goal 
whose inspiration comes from God and beckons 
to God. A goal whose track not only spans this 
life, but reaches to where the life may be "hid 
with Christ in God." Its inspiring cry is, **Press on 
toward the goal unt^ the prize of the high calling 
of God in Christ Jesus" (Phil. 3: 14). 

IV. REASONS FOK STUDYING CONSCIENCE 

AND CHARACTER. I 

1. In Order to Give Conscience the Right Stand- 
ard. — In early, middle and later childhood the , 
mind is so sensitive to the leading traits in the l 
character of Jesus, that a picture of him as the Son { 
of God and the ideal of men may be indelibly pho- 
tographed by the teacher. With the image of 
Jesus as the standard of right impressed upon the 
soul in its formative years, conscience can never go 
far astray. 

To give conscience the right standard, teachers 
and parents should: 

(1) Make sharp distinction between right and 
wrong. 

(2) Exalt Jesus Christ as the divine standard of 
right. 

(3) Teach God's word as the inspired protection 
from wrong. 

(4) Impress personal responsibility in the mat- 
ter of choice. 

2. In Order to Give Character Right Founda- 
tions and Materials. 



CONSCIENCE AND CHARACTER 89 

(1) In a very important sense teachers and 

parents are character-builders. God has given the 

plans and specifications and nature has furnished 

the materials. The destiny of human souls is at 

stake. The builders must build according to the 

divine plan as exemplified in Jesus Christ, or run 

a risk* too fearful to contemplate. 

I Though our public schools are characterized by 

scientific methods, they can not, in the very nature 

i of things, meet the moral and religious needs of 

! the hour. Dean Hodges, of Cambridge, says: "In 

' Boston, and I suppose in other cities, the impending 

j problem of lawless, irresponsible and malignant 

I youth weighs upon the consciences of thoughtful 

people. There is a steady increase of juvenile 

crime. There is a generation coming on in whose 

case the unmoral .and unreligious public school is 

( not eflicient for purposes of citizenship." Our hope 

is in the Bible school. 

I 

V. YOUR SCRIPTURE SIBE-LIGHT. 

"Herein I also exercise myself to have a con- 
I science void of offence toward God and men always" 
I (Acts 24: 16). 

SENSIGRAMS. 

I "The object of the best and m.ost sacred Bible 
teaching is to form character, not to stir the in- 

I tellect." — Farrar. 

' It may be satisfying to find out who your ances- 
tors were, but it is more important to determine 
what your descendants are going to be. 



90 COMMON SENSE 

"Life is full of dangerous crossings, and con- 
science is the flagman." — Lippincotfs. 

"The glory of our lives below 
Comes not from what we do, 
Or what we know ; 
But dwells forever more 
In what we are." 

"There is a policeman in every man's conscience; 

you may not always find him on the beat." 

"Four things a man must learn to do 
If he would make his record true : 
To think without confusion clearly ; 
To love his fellow-men sincerely ; 
To act from honest motives purely ; 
To trust in God and heaven securely." 

— Henrtj Van Dyke. 

"In every lesson there must be direct or indirect 

influence upon character, else the lesson is a 

failure." — Margaret Slattery. 

FOR REVIEW AND DISCUSSION. 

1. What is conscience? 

2. What is character? 

3. What is the relation of conscience and char- 
acter? 

4. Name some original hereditary elements. 

5. Discuss the improvement of three main influ- 
ences coming from environment. 

6. How should the efficiency of Bible-school and 
public-school teaching compare? 

7. Name three imperative needs of the hour. 

8. Define the Bible school. 

9. Give two reasons for studying conscience and 
character. 

10. Name four ways of giving conscience the 
right standard. 



CONSCIENCE AND CHARACTER 91 



To be sincere. To look life in the eyes 

With calm, undrooping gaze. Always to mean 
The high and truthful thing. Never to screen 

Behind the unmeant word the sharp surprise 

Of cunning ; never tell the little lies 

Of look or thought. Always to choose between 
The true and small, the true and large, serene 

And high above life's cheap dishonesties. 

The soul that steers by this unfading star 
Needs never other compass. All the far, 

Wide waste shall blaze with guiding light, though 
rocks 
And sirens meet and mock its straining gaze. 

Secure from storms and all life's battle shocks, 
It shall not veer from any righteous ways. 

'-'Maurice Smiley. 



92 COMMON SENSE 



OUTLINE OF LESSON X. 
Human Nature and Conversion 

I. Types of Christianity and Conversion. 

1. Intellectual type. 

2. Emotional type. 

3. Volitional type. 

II. Types of Mind. 

1. Intellectual mind. 

2. Emotional mind. 

3. Volitional mind. 

III. God's Appeal. 

1. Appeals to intellect through truth. 

2. Appeals to emotions through love. 

3. Appeals to will through authority. 

IV. The Mind's Surrender. 

1. Intellect surrenders in faith. 

2. Emotion surrenders in repentance. 

3. Will surrenders in obedience. 

V. Heart Religion. 

1. Heart thinks, reasons, understands, believes. 

2. Heart sorrows, desires, loves, rejoices. 

3. Heart purposes, obeys, serves. 

VI. Scripture Side-light. 
Sensigrams. 

For Review and Discussion. 



HUMAN NATURE AND CONVERSION 93 

LESSON X. 

Human Nature and Conversion 

Immediately following the miraculous presence 
of the Holy Spirit, and the inspired teaching of the 
apostle Peter on the day of Pentecost, there was 
remarkable unity among the members of the young 
apostolic church. ''And day by day, continuing 
stedfastly with one accord in the temple, and break- 
ing bread at home, they took their food with glad- 
ness and singleness of heart." 

Some time after the days of the apostles this 
"singleness of heart" and oneness of ''accord" dis- 
appeared. 

In succeeding centuries there were periods in 
the history of the church when there seemed to be 
unity, but it was the oneness of lethargy or of 
ecclesiastical bondage. 

1, TYPES OF CHRISTIANITY AND CONVERSION. 

When, under the lea'dership of Luther, protesting 
Christianity burst its medieval bonds, faith found 
itself so suddenly free that people did not see things 
alike. 

There soon came a tendency to gather about cer- 
tain great doctrines and leaders, until Protestant- 
ism has come to express itself in denominations of 
varying types. 

1. The Intellectual Type. — There are bodies of 
Christian people whose Christianity has an intel- 



94 COMMON ."^ENSE 

lectual cast. Strong emphasis is laid upon an 
educated ministry. Sermons are scholarly, thought- 
ful, dignified. Worship is decorous and discussion 
is analytical. 

Conversion is regarded by such communions as a 
calm assent of the mind to God's truth as they find 
it in revelation and nature. 

2. The Emotional Type. — There are other bodies 
of Christian people in whose Christianity the emo- 
tions are prominent. Personal experience and the 
influence of the Holy Spirit count for much. There 
is a disposition to test the genuineness of religious 
profession by emotional standards. Scholarship in 
the pulpit is appreciated, but it must be accom- 
panied by devotional sincerity, warmth and power. 
Conversion is regarded by these communions as a 
veritable upheaval of experience, which leaves no 
doubt as to the genuineness of the birth from above. 

3. The Volitional Type. — There are still other 
bodies of Christian people who place main stress 
upon obedience. God's authority, la,; and com- 
mands are the great themes, and strong stress is 
laid upon literal compliance with divine orders. 
Scholarship in the pulpit is chiefly concerned in the 
discovery of God's will. 

Conversion is regarded by groups of this type as 
the determination to do faithfully the things in- 
dicated in the commands of God as terms of pardon. 

Perhaps it can not be said that any one repre- 
sentative body in Christendom conforms exactly, 
and without exception, to either of the above types, 
but, in sweeping your eye over the whole field, 



HUMAN NATURE AND CONVERSION 95 

you will readily see the three casts of Christian 
thought and belief. 

II. TYPES OF MIND. 

The fact that three typical ways of thinking are 

easily seen among Christian bodies when viewed 

as a whole, simply proves that there are three 

I distinct types of the individual mind as God has 

I created it, and that like attracts like. Minds of a 

feather "flock together" as well as birds. 

i You can easily think of individuals of your own 

acquaintance who illustrate 

1. The intellectual mind. 

2. The emotional mind. 

3. The volitional mind. 

In other words, some individuals have strong 
intellects, other individuals have strong feelings, 
and still other individuals have strong wills. All 
must express their religious life and their conver- 

, sion to Christianity with the nature which God has 
given them, and the Holy Spirit uses the intellect, 

i feelings and will of each as he finds them. 

The religious life of Ralph Waldo Emerson, Sam 
Jones and D. L. Moody did not express itself in the 
same way. It is as nearly impossible to imagine 
Jones writing an essay on ''The Over-soul" as it is 
to imagine Emerscn haranguing a crowd on ''Quit 
Your Meanness." 

Paganini could get exquisite music out of a violin 
if it had no more than tw^o good strings. Each 
string, however, whether E, F, G or A, gave forth 
the melody of its own pitch and tone. 



96 COMMON SENSE 

The Holy Spirit uses the strings with which God 
has strung the individual soul. If the intellect 
string is strong, the soul's melody is intellectual. 
If the emotion string is strong, the soul's melody 
is emotional. If the will string is strong, the soul's 
melody is volitional. Sometimes the strings are all 
strong. 11 

III. GOD'S APPEAL. 

**God is no respecter of persons" in the sense of 
showing partiality. He makes to all men an appeal 
which, in its essential elements, is the same. 

1. He appeals to man's intellect through his 
divine truth. 

2. He appeals to man's emotions through his 
divine love. 

3. He appeals to man's will through his divine 
authority. . 

His truth, his love and his authority are bound- * j 
less, so that there is more than enough to meet 
the needs of every human being. 

IV. THE MIND'S SURRENDER. 

Every individual who has opportunity to know 
the fullness of God's provision for man's redemption 
is, by nature, able to make complete surrender in 
conversion. 

1. The intellect surrenders to God's truth in 
faith. 

2. The emotions surrender to God's love in re- 
pentance. 

3. The will surrenders to God's authority in obe- 
dience. 



HUMAN NATURE AND CONVERSION 97 

In other words, conversion is the full and complete 
surrender of the entire self to God. 

This is precisely what Jesus meant when he 
said, *'Thou shalt love the Lord thy God with all 
thy heart, and with all thy soul, and with all thy 
strength, and with all thy mind." 

Neither the intellectual type, emotional type nor 
volitional type is big enough and inclusive enough 
by itself to fully represent conversion as it is por- 
trayed in the New Testament. The New Testament 
contemplates the conversion of all types of mind, 
and its requirements are adapted to all. 

V. HEART RELIGION. 

The expression, "genuine heart religion," though 
not a Bible expression, is still somewhat current on 
the popular tongue — especially in popular revivals. 

It conveys an idea of religion and conversion 
which is misleading, because it is one-sided. 

Our ordinary use of the word "heart" associates 
it with the feelings only. The Bible use of the 
word makes it include the feelings, the intellect 
and the will — all. 

1. The heart thinks, reasons, understands, be- 
lieves (Matt. 9: 4; Mark 2:8; Acts 28: 27; Rom. 
10: 10). 

2. The heart sorrows, desires, loves, rejoices 
(John 16: 6; Rom. 10: 1; Luke 10: 27; John 

t' 16: 22). 
3. The heart purposes, obeys, serves (Acts 11:23; 
Rom. 6: 17; Deut. 10: 12). 



98 COMMON SENSE 

The first mentioned are intellectual acts, the 
second mentioned are emotional acts, the third men- 
tioned are volitional acts of the mind. 

The Bible use of the word ''heart" makes it in- 
clude our entire conscious being. 

In other words, heart religion is the sincere devo- 
tion of our completely- surrendered selves to the service 
of God and our fellow-men ( Jas. 1:27; ICor. 15:58). 

VI. SCRIPTURE SIDE-LIGHT. 



'1 thought on my ways, 

And turned m»y feet unto thy testimonies. 

I made haste, and delayed not, 

To observe thy commandments." 

— Ps. 119: 59, 60. 

SENSIGRAMS. 



1 



"The world needs men and women who will first 
feed themselves and afterwards break the bread of 
life to others." — D. L. Moody. 

''A man has no more religion than he acts out in 
his life." — Beecher. 

Conversion is the soul's "right about face." 

It is in conversion that human nature becomes a 
partaker of the divine nature. 

"What we need is not an infusion of something 
that ever was totally outside us, but a complete 
development of what is already within us." — George 
Albert Coe. 

Christianity is not a profession; it is an emana- 
tion. 



HUMAN NATURE AND CONVERSION 99 
FOR REVIEW AND DISCUSSION. 

1. Name and describe three types of Christianity. 

2. Describe three corresponding types of conver- 
sion. 

3. What explains the difference in conversional 
experience? 

4. How do the strings of the violin illustrate 
these differences? 

5. Describe God's threefold appeal to the soul. 

6. Describe the soul's threefold surrender. 

7. Name the four intellectual acts which the 
Bible attributes to the heart. 

8. Name the four emotional acts. 

9. Name the three volitional acts. 

10. What therefore is "genuine heart religion"? 



I 



. I 



COMMON SENSE 

A STUDY OF MIND AND METHOD 



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104 COMMON SENSE 

OUTLINE OF LESSON XL 
Common Sense in Method-study 

I. What Method-study Presupposes. 

1. It presupposes a knowledge of divine truth. 
(1) Formal. (2) Vital. 

2. It presupposes a knowledge of human nature. 

(1) Early childhood — receptivity. 

(2) Middle childhood — activity. 

(3) Later childhood — energy. 

(4) Early youth — transition. 

(5) Middle youth — aspiration. 

(6) Later youth — self-assurance. 

(7) Early maturity — application. 

(8) Middle maturity — achievement. 

(9) Later maturity — meditation. 

II. What Method-study Imposes. ^ 
1. Imposes necessity of knowing how to bring t 

divine truth and human nature together. 

III. What Method-study Proposes. 

1. To rightly impress period of receptivity. 

2. To rightly control period of activity. 

3. To rightly direct period of energy. 

4. To rightly comrade period of transition. 

5. To rightly train period of middle youth. 

6. To rightly challenge period of later youth. 

7. To rightly test period of early maturity. 

8. To rightly co-operate with period of middle 

maturity. 

9. To rightly honor period of later maturity. 
Sensigrams. 
For Review and Discussion. 



METHOD-STUDY 105 

LESSON XI. 

Common Sense in Method-study 

A bucket brigade can not extinguish a fire with 
the skill of an equipped fire department. An un- 
trained workman can not superintend the erection 
of a building with the skill of a master-builder. In 
other words, no man can competently perform any 
task unless he understands his business. Teaching 
is a business. . Bible teaching is more. It is the 
''Father's business;" which means that it is the 
''high calling of God in Christ Jesus." There is 
no such thing as carrying on any kind of business 
without method, because method is sim^ply the tvay 
to carry it on. 

I. WHAT METHOD-STUDY PRESUPPOSES. 

Jesus threw a wonderful light upon this whole 
subject of teaching in his statement and explanation 
of the parable of the sower. 

The seed is the divine truth, the soil is the human 
heart, the sowing is the process of bringing the two 
together. When the sqwer goes forth to sow, the 
fact presupposes that he has made a study of both 
seed and soil. When a teacher goes forth to teach, 
the fact certainly does not presuppose any less. 

1. It Presupposes a linowledge of Divine Truth'. 
— The most important word in your whole vocabu- 
lary as teacher is "preparation." The prepared 
teacher succeeds, the unprepared teacher fails. 

The prepared teacher has a knowledge of Bible 



10 6 COMMON SENSE 

truth which is twofold. It is formal and it is vital. 

(1) Formal in the sense that it is an under- 
standing of the plan of God's revelation. 

(2) Vital in the sense that it is an exemplifica- 
tion of its principles. 

Teaching a lesson about Christ and teaching 
Christ are two different things. You may teach 
about Christ with the bread of life in your hand; 
if you teach Christ, you must have its vitality in 
your blood. 

The necessity for a peculiar preparedness will 
be realized when you remember that the Bible- 
school teacher must aid his pupils in accomplish- 
ing a doubly difficult task — that of putting out the 
fires of sin, and that of kindling the blaze of a 
Christlike life. Ordinary definitions of teaching 
are not sufficient and ordinary equipment for 
teaching is not efficient, when applied to the Bible 
school. 

The public-school teacher has as his task the 
training of the mind and the enhancement of mate- 
rial progress. The Bible-school teacher has the 
added higher task of helping to fit immortal souls 
for companionship with God. Furthermore, it 
must be remembered that our popular public edu- 
cational system is supported by public funds, 
backed by public sentiment, exalted by the public 
press, enshrined in the public heart, enveloped in 
public pride, applauded by public patriotism and 
piloted by public spirit, while the Bible school can 
claim none of these with assurance. 

Your equipment as a Bible-school teacher must 



METHOD-STUDY 107 

therefore be unique. In addition to the elements 
usually embraced in teaching, it must include that 
spiritual vitality which can only come from an 
abounding faith in and obedience to God through 
Christ Jesus our Lord. 

2. It Presupposes a Knowledge of Human 
Nature. — Method-stydy is but another name for 
adaptation, and there can be no adaptation without 
a knowledge of that to which adaptation is to be 
made. The sower must understand his field. 
Human nature, the field in which the Bible-school 
teacher sows the truth, divides itself into three 
main periods — childhood, youth and maturity. 
Each of these periods has a general characteristic, 
which may be regarded as the teacher's key to the 
situation. 

(1) Early childhood is the period of receptivity. 
The five senses, like windows, are open to the 
world. As to what is photographed through them 
upon the sensitive soul, it is up to the teachers and 
parents to decide. 

(2) JMiddle childhood is the period of activity. 
Every normal child of this period is an electric 
battery. His mind spits questions like the end of 
a live wire and his body is in perpetual motion. 
Nature must take exercise and time is short. 

(3) Later childhood is the period of energy. 
Energy is activity with a definite end in view. It 
is potent activity. It is both constructive and de- 
structive. Whether right or wrong, whatever boys 
and girls of this period do, they do with all their 
might. 



108 COMMON SENSE . 

(4) Early youth is the period of transition. 
Boys and girls of this period know they are no 
longer children. Everybody else knows they are 
not men and women, and the question is, What are 
they, anyway? There is the ghost of an interroga- 
tion point stalking after them, and they feel them- 
selves to be unclassified specimens. 

(5) Middle youth is the period of aspiration. 
In this period life is pluming its pinions and 
scanning the skies in eagerness for its flight 
through the years. It is the period of awakening 
to wider and deeper possibilities of both good and 
evil. 

(6) Later youth is the period of self-assurance. 
Young people at this period are finding their places 
in the world's progress. Life's problems are faced 
with confidence and difficulties have no terror. 

(7) Early maturity is the period of application. 
There is a general getting-down-to-business air 
about most young men and young women at this 
period. Definite tasks are begun and definite goals 
are chosen. 

( 8 ) Middle maturity is the period of acMevement. 
At this period life is fully launched. The ocean 
liner is on the high seas. Every individual is him- 
self or herself in a settled individuality, and 
changes grow less probable. 

(9) Later maturity is the period of meditation. 
In this period life's veterans resign from active 
warfare, and step aside to give place to their chil- 
dren and their children's children. The past is 
held in retrospect and the future in prospect. 



METHOD-STUDY 109 

n. WHAT METHOD-STUDY IMPOSES. 

The fact that each period in human life is 
marked by traits that make it different from the 
others, compels a difference in treatment by the 
teacher. Early childhood can not be dealt with 
after the same fashion as early youth, nor will 
middle maturity respond to methods of instruction 
adapted to middle childhood. Therefore, in addi- 
tion to the two kinds of knowledge which method- 
study presupposes, 

1. It Imposes the Necessity of Knowing How to 
Bring the Divine Truth and Human Nature To- 
gether. — The wise planter uses his knowledge of 
soils, grains, climate and seasons in preparing for 
an abundant harvest. He does not sow fall wheat 
in the spring, nor does he try to raise oranges in 
Alaska. The wise teacher does not sow nursery 
rhymes in the heart of old age, nor the philosophy 
of history in the kindergarten mind. 

Every man denies having been the boy who 
pulled up the young beans and turned them over, 
thinking that he had planted them upside down, 
but not every teacher can deny having felt equally 
uncertain as to whether the results of his teaching 
were topsy-turvy or not. 

in. WHAT METHOD-STUDY PROPOSES. 

The study of methods can have no value apart 
from the study of the pupil, and it must be kept in 
mind that methods are your servants — not your 
master. Method-study, therefore, proposes a pro- 



110 COMMON SENSE 

gram which seeks to carry out the following genera] 
aims: 

1. To rightly impress the receptivity of early 
childhood. 

2. To rightly control the activity of middle child- 
hood. 

3. To rightly direct the energy of later child- 
hood. 

4. To rightly establish comradeship during the 
transition of early youth. 

5. To rightly train the aspiration of middle 
youth. 

6. To rightly challenge the self-assurance of 
later youth. 

7. To rightly test the application of early ma- 
turity. • 

8. To rightly co-operate with the achievement 
of middle maturity. 

9. To rightly honor the meditations of later 
maturity. 

SENSIGRAMS. 

" 'Tis education forms the common mind ; 
Just as the twig is bent, the tree's inclined." 

— Pope. 

"Every teacher can succeed if he is willing to 
pay the price — preparation." — P. H. Welshimer. 

"As feathers are to arrows, so training is to 
teachers." — Marion Lawrance. 

Methods are to principles what harness is to the 
liorse. 

The teacher who does not pull the oars for re- 
sults must go to wreck upon consequences. 



METHO'D-STUDY IIX 

FOR REVIEW AND DISCUSSION. 

1. Why do you think it important to study 
method in teaching? 

2. How does Jesus' parable of the sower apply 
to teaching? 

3. What two things does method-study presup- 
pose? 

4. What is the difference between teaching about 
Christ and teaching Christ? 

5. Discuss the matter of Bible-school teaching 
and public-school teaching. 

6. Name the nine periods into which life is 
naturally divided. 

7. What necessity does method-study impose? 

8. What is the key-word to the teaching situa- 
tion in each period? 

9. What should be the general aim of the teacher 
in each period. 

10. In your opinion, what is the use and what 
the abuse of methods? 



112 COMMON SENSE 

OUTLINE FOR LESSON XII. 

Early Childhood 

I. The Pupil. 

Key-word to period, receptivity. 

1. Special characteristics and adaptation. 

( 1 ) Dependence. 

(2) Credulity. 

(3) Self-interest. 

(4) Restlessness. 

(5) Wonder, imagination, curiosity. 

(6) Imitation. 

(7) Affection. 

II. The Lesson. 

1. Sources of material. 

(1) The Bible. (2) Nature. 

2. Nature of material. 

(1) Bible stories. (2) Nature stories. 

III. The Teacher. 

1. Characteristics. 

(1) Sympathetic insight into child nature. 

(2) Glowing love for God through Christ. 

2. Aim. 

IV. The Teaching. 

1. Know your story. 

2. Arrange your pupils. 

3. Be in the right mood. 

4. Tell story simply, directly, dramatically. 
Beginners' Story Told. 

Beginners' Department Program. 

Sensigrams. 

For Review and Discussion. 



EARLY CHILDHOOD 113 

LESSON XII. 

Early Childhood— A^es Three to Six 

Every child has a right to be well born and well 
taught. If he has not been well born, the responsi- 
bility lies where you can not reach it. If he is not 
being well taught, it may be that the responsibility 
rests with you. Jesus, in his relationship to his 
followers, was pre-eminently their teacher. They, 
in their relationship to him, were first, and above 
all, his disciples — his pupils. We certainly can not 
do better than to bear this fact in mind and to 
arrange each study about the pupil, the lesson, the 
teacher and the teaching. 

The reason for using any particular method in 
teaching is found in the nature of the pupils. 
Whether you have or have not, therefore, studied 
the characteristics of the different ages in the 
growth of the average mind, it is necessary to take 
them up in these lessons in order that you may 
associate pupil and method so closely that you will 
never think of them separately. 

I. THE PUPIL. 

Receptivity is the key-word to this period. The 
child-mind is eagerly open to impressions. Im- 
pressions are its food — and its poison. The eye 
gathers most of these impressions, the ear many of 
them, and touch, smell and taste the rest. The 
five senses are the mind's windows, and the nerves 
of the body are the wires from the outer world to 



114 COMMON SEN8E 

the soul. When either group of these sense-wires 
is down or damaged the soul is crippled, and im- 
pressions are weak or erroneous. 

1. Special Characteristics and Adaptation. 

(1) Dependence. Little children, because of 
their lack of experience, their general immaturity 
and helplessness, must depend upon their seniors 
for everything. Make them feel that you will help 
them find out whatever they want to know that is 
right, and that they may rely upon you in every 
little emergency. Help them to help themselves. 

(2) Credulity. Confidence in grown-ups is 
natural to childhood, and is only destroyed by de- 
ception. Be sure that whatever you say to the 
children is the truth. Their general disposition is 
to believe everything that older people tell them. 
If you find you have misstated anything, take the 
utmost pains to correct it. Call a fairy story a 
fairy story, and give them to know that the Scrip- 
ture stories are "really and truly true." 

(3) Self-interest. It is saying too much to assert 
that little children are selfish. They are rather 
self-interested. Selfishness requires motives that 
are mean. Self-interest may grow into selfishness, 
or it may be trained into self-development. 

A small boy said to his companion on the hobby- 
horse, "If one of us got off, I could ride better." 
He had no desire to make his playmate ^unhappy, 
but had not yet learned to consider others as well 
as himself. 

Watch every opportunity to ^how the children 
that their own happiness is caused by the unselfish- 



EARLY CHILDHOOD 115 

ness of somebody else. There is a world of fine 
discipline in training children to sincerely say, 
**Thank you." Teach them to give willingly and 
to receive thankfully. 

(4) Restlessness, The rapid growth of both body 
and mind in life's early days requires almost con- 
stant movement. Mischievous restlessness is not 
a sign of total depravity. It is nature taking exer- 
cise. It is for this reason that children must be 
given an opportunity for action. Use their restless- 
ness by providing motion-songs, rhythmic drills 
and gestures. If David stood before Goliath, have 
the children stand. If David whirled the sling 
about his head, have them whirl imaginary slings 
about their heads. Use their tendency to wriggle — 
never scold them for it. 

(5) Wonder, imagination and curiosity. "How 
I wonder what you are" not only expresses a child's 
attitude toward the stars, but toward everything 
else. Wonder is neither curiosity nor imagination, 
but is the beginning of both. Whenever you 
say, **I wonder," you put yourself on th^ child 
level. It is better to make a straight line on the 
blackboard, and call it David, than to draw a 
picture. The child-imagination can make a better 
David out of the straight line than you can draw. 
Have the children close their eyes occasionally 
while you paint a word picture which their imagina- 
tion can vividly follow. 

(6) Imitation. Young life learns by following 
the **copy" set by maturer years. Hence there 
is present an instinctive tendency to imitate. For 



116 COMMON SENSE 

this reason it is not only necessary for you to be 
the kind of person which your pupils should be- 
come, but in your teaching you should do the thing 
you wish them to do, as often as practicable. If 
they are to bow their heads, bow your own head. 
If they are to use a certain inflection in order to 
get the meaning, use it yourself. 

(7) Affection. While little children are affec- 
tionate, they are not usually capable of great depth 
of feeling. The grief of a mother at the loss of 
her little one means more than the grief of the 
little one at the loss of its mother. Self-interest 
is a part of the young child's affection. 

To meet this trait and .train it, stress those ele- 
ments in your story which appeal to the better 
feelings. It will not hurt your pupils to shed tears 
in sympathy with Joseph when he was left alone 
in the pit; nor will it injure their growing nature 
to be indignant at the injustice of Joseph's big 
brothers. Train them to be sensitive to good senti- 
ments by drawing your word-pictures in good colors. 

The emotional experiences of early childhood are 
the most clearly remembered of all in old age. The 
teacher of childhood paints the memories of age. 

II. THE LESSON. 

1. Sources of Material. 

(1) The Bible. (2) Nature. 

2. Nature of Material.— To meet the restlessness, 
imagination and curiosity of the hungry minds of 
little children, lesson material must be chosen 
which they like. Every one who has observed 



EARLY CHILDHOOD 117 

little children knows that there is nothing which 
can be put into words that is so fascinating as a 
good story. 

(1) Bible stories. The child mind thinks in 
pictures. Stories are pictures painted in words, 
and for little children should have: 

a. Action. 

&. Picturesqueness. 

c. Simple words and ideas. 

d. The wonder element. 

Such Bible stories as the following meet the re- 
quirements: ''The Baby Moses in a Basket-boat,'* 
"How God Fed Elijah," *'Noah and the Ark," ''The 
Pillar of Cloud and of Fire," "The Baby Jesus,'' 
"The Boy Who Helped Jesus," "Jesus Stilling the 
Storm," and all miracle stories. 

(2) Nature stories. Stories of animals, trees, 
birds, bugs, flowers and plants are interesting. So 
are stories descriptive of growth of any kind, and 
objects, with stories of their origin and purpose. 

III. THE TEACHER. 

1. Characteristics. — It requires something more 
than red tape to measure the heart of a little child. 
The teacher must therefore have natural as well 
as acquired qualifications. 

(1) A sympathetic insight into child nature. 
This includes a natural love of children and the 
ability to see the child side of things. If God has 
endowed you with the subtle sympathy which opens 
to you the portals of the child heart, do not long 
for some higher gift. There is none. 



118 COMMON SENSE 

(2) A glowing love for God and faith in Christ. 
Doubt and uncertainty are blighting influences 
which child nature can not withstand. The warm 
sunshine of Christ's presence in you is necessary to 
both the soil and the seed-life which are in your 
care. 

2. Aim. — To rightly impress the receptive mind 
of your pupils with the simple truth. 

IV. THE TEACHING. 

-Your teaching should be both efficient and sin- 
cere. Dropping a handful of grain is not neces- 
sarily planting corn. When you are emptying your 
mind of its contents, you may be teaching and you 
may not. Sara Cone Bryant sums up the necessary 
elements in teaching by story, as follows: **Know- 
ing your story, having your hearers well arranged, 
and being as thoroughly as you are able in the right 
mood, you begin to tell it. Tell it, then, simply, 
directly, dramatically, with zest." Let us take 
these up, one at a time. 

1. Know Your Stcry. — Pill your mind with it. 
Know it so well that you will make it do precisely 
what you want it to do. If you have no children 
of your own, borrow the neighbor's children. Tell 
your story to them and watch closely to see when 
you are hitting the interest target. 

2. Arrange Your Pupils. — If you have a large 
beginners' department of thirty or more little ones, 
your story will be most effective when they are 
seated in a complete chalk-lined circle. You your- 
self are a member of the circle, while two or three 



EARLY CHILDHOOD 



119 



assistants are just outside to render any quiet 
service that may be needed (Fig. 1). Ideally 



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speaking, the floors should be carpeted, the chairs 
low, the walls attractively papered, the windows 
curtained and the room separate, with an abund- 
ance of sunlight. Pictures should be on the walls 
just a little above the level of the children's eyes. 
There should be a piano or a baby organ. If your 
class is small, a semi-circle or a double semi-circle 
may be formed (Pigs. 2 and 3). When compelled 



6 



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to use straight rows of chairs, try to have them far 
enough apart for the children to stand beside them 
instead of in front of them (Fig. 4). Where hand- 
work is done in the school tables may be used, but 
most hand-work should be done at home. All this 



120 COMMON SEN8E 

arrangement of pupils has as its end closeness and 
directness in the telling of the story. 

3. Be in the Right Mood. — Catch the mood of 
your story and put it into the telling. This you 
can do by knowing the story in every detail. Ex- 
press the various feelings in the story by changes 
of inflection, expression and gesture, and you will 
carry your children with you from the beginning. 

4. Tell the Story Simply, Directly, Dramatically 
and with Zest. — Simply means naturally — without 
affectation. It means the using of words which 
the children know. Directly means with swiftness 
from one ''happenstance" to another. Dramatically 
means with the kind of vividness which comes from 
being able to put yourself in the place of the person 
described. With zest means with snap, spirit and 
sparkle. It is only possible when you yourself are 
as interested as you desire your pupils to be. 
Stories thus told will teach their own right lesson. 
A teacher, while telling an interesting Bible story, 
stopped every little bit to explain it. Then she 
would say, *'Now, children, do you understand?" 
Finally an impatient voice said, "I'd understand if 
you didn't 'splain so much." 

BEGINNERS' STORY TOLD. 

THE BABY IN THE BASKET-BOAT. 
(Ex. 1-10.) 
Mrs. Grant K. Lewis. 
Now we have come to "tell-a-story-time" ! Some- 
times I think it is the best part of our little while 
together. I am sure that, of all the nice times we 



EARLY CHILDHOOD 121 

I have at home, the story-time is best of all. Don't 
you think it fine when, with father or mother, big 
brother or sister, we get all cozy and quiet and 
have a story together? 

Sometimes they tell us *'just-pretend" ones, and 
other times *'really-trulies." Our Sunday-school 
stories are always the really truly ones, and, by 
and by, you can read them for your own selves in 

' your Bibles. Now, we are so still I am ready to tell 
my story to you. It shall begin just as we like 

, best with. Once upon a time there was a bad old 
king who wished a strange, dreadful thing. He 
wished there were not so many little boys in his 
country. Because he was cruel, he was afraid that . 
the little boys, who would some day grow to be big 
men, would not let him be king then. He wondered 
what he could do to get rid of them. At last he 
had a bad thought, and he said, **I know what I 
will do! I will have all the little baby boys thrown 

I into the river, then they can't grow up and bother 

I me!" 

I Such a bad old king! Hold up a little fat thumb, 
and we'll play it is the king and talk to him a bit. 
"Such a very selfish, unhappy fellow, you must be, 
Mr. King! We are sorry you didn't know our 
loving heavenly Father was looking down all the 
time and that he could take care of his very littlest 
ones, even if you did try to hurt them." 

In one of the smallest and poorest homes in the 
bad king's country lived a father and mother and 
their little girl, Miriam. They wished for some- 
thing v6ry much, and one day their wish came true. 



122 COMMON SENSE 

for a sweet, wee, cuddly baby came to live with 
them. Miriam was the happiest girl! She wanted 
to run out and tell everybody about her little new 
baby brother. But her mamma looked sad, and said 
she mustn't tell any one, for the old king might 
hear of it and take the baby away from them. Poor 
Miriam did not tell their secret, but I am sure 
her smiling face and shiny eyes made folks know 
she was a very happy little girl. Little brother was 
just exactly like our wee babies, and for many 
weeks he slept and slept most all the time, and it 
wasn't hard to hide him. But after awhile he began 
to laugh and crow when he saw Miriam, and to 
cry, oh, so hard, when he thought it was time for 
lunch, and to throw off all the cover his mamma 
would put over his little bed. Then Miriam loved 
him more than ever, but poor mother would say, 
''Where can we hide him now? I am so afraid the 
bad king will hear about him." 

Then it was that a happy thought came to her, 
right from the dear Father above, I am sure. 
While Miriam minded the baby her mother went 
down to the edge of the river where the tall grasses 
grew, and she gathered some of the long grass and 
made it into a basket— just the shape of a boat. 
Then she put a sticky paste all over it, so that when 
it was dry no water could get into the basket-boat. 
Next they made a soft bed inside for baby and laid 
him in. When no one was watching thiey carried 
the basket-boat to the river, and laid their precious 
baby in it, and put it right among the grasses at the 
water's edge. 



EARLY CHILDHOOD 123 

Let's all stand close together, arms up high, and 
play we are grasses waving all around the little 
baby. This way, that way, this way, that way; "go 
'way, king; go 'way, king." Can't you think how 
Miriam would say, **Now, Mr. Bad King, you can't 
find our baby!" 

Then mother went home, and Miriam stood 

where she could see that little brother was safe. 

i He must have slept sweetly in the little boat, and 

when he lay awake, I suspect, he laughed and tried 

i to catch the grasses and butterflies. 

One day Miriam was so scared! She saw some 
young women come down to the river to bathe. 
I One of them — oh — one of them was the princess, 
I the old king's daughter! After awhile the princess 
saw the queer little boat, and said to her friend, 
"Bring it to me." When the baby saw the strange 
I face above him he was frightened — and you know 
I what he did — of course he cried. He wanted 
' mamma or Miriam. No big sister could hear a baby 
! brother cry and stay away from him, so she ran 
j to them, and heard the lady say she would like 
!to have so sweet a baby for her very own; but how 
could she take care of so tiny a boy? ' Then Miriam 
said, "Oh, I can find some one to be his nurse," and 
the lady told her to go and bring her. And whom 
do you suppose she brought? Yes, little brother's 
own mamma. Wasn't that nice? After that he had 
I two mammas — his really truly mamma and the 
(princess, and the old bad king did not hurt him at 
i all. Now, I wonder if you can guess who was watch- 
ing this^ precious baby all the time — some one who 



124 COMMON SENSE i 

loves all little children and wants them to grow 
up to be good men and women? Yes, it was God, 
our kind heavenly Father. And the little baby boy 
was named Moses, and he lived with his mother 
and the princess and his sister Miriam, and they 
were all very, very happy and glad. Let's sing now: 
"We Are the Lambs of Christ's Fold," and when 
you go home tell mamma about baby Moses. 

BEGINNERS' DEPARTMENT PROGRAM. 

Mrs. Wm. Walker. 

1. Prayer Song. 

Father, hear thy little children, 

While to thee we pray. 
Asking for thy loving blessing 

On this day. 
Father, make us pure and holy. 

Teach us to be good : 
Show us how to love each other 

As we should. Amen. 

2. Can a Liittle Child Liike Me. 

Can a little child, like me, 

Thank the Father fittingly? 

Yes, oh, yes, be good and true, ' 

Patient, kind in all you do ; ! 

Love the Lord, and do your part ; 

Learn to say with all your heart. 

Chorus. 

Father, we thank thee, 
Father, we thank thee. 
Father in heaven, we thank thee. 

For the fruit upon the tree. 
For the birds that sing of thee, 
For the earth in beauty dressed. 
Father, mother and the rest. 
For thy precious, loving care. 
For thy bounty everywhere. — Cho. 

3. Lord's Prayer. 

(Doors closed between Primary and Beginners 
room.) 



EARLY CHILDHOOD 125 

4. Offering. 

(Girl takes up girls' offering and a boy the boys'.) 

5. Thank-you Box. 

(Birthday pennies and benevolence fund.) 

6. Cradle-roil Song. 

There are blessings from God all about us : 
We should thank him for gifts large and small. 
But his gift of a dear little baby 
Needs the very best "thank you" of all. 
Bye-lo, bye-lo, bye-lo, bye-lo, bye, 

7. Connting the Money. 

8. Motion Song. 

GOD, OUR FATHER, MADE THE NIGHT. 

God, our Father, made the night. 
Made the moon and stars so bright; 
All the clouds far, far away. 
The shining sun and golden day. 

God, our Father, made the skies. 
Bees and birds and butterflies. 
Tiny flow'rs and trees that wave. 
These lovelj^ gifts our Father gave. 

9. Counting the Girls. 

(A girl counts the girls and a boy the boys.) 

10. Counting tlie Boys. 

11. Approach or Review. 

12. God is Always Near Me. (Song.) 

God is always near me, 

Hearing what I say. 
Knowing all my tho'ts and deeds, 

All my work and i^lay. 

God is always near me ; 

In the darkest night 
He can see me just as well 

As by morning light. 

God is always near me, 
Tho' so young and small ; 
- Not a look or word or thought. 
But God knows it all. 



126 COMMON SENSE 

13. Lesson Story. 

14. Wraps. 

CLOSING PRAYER. 

(For air and sunshine.) 

For air and sunshine, pure and sweet. 

We thank our heavenly Father ; 
For grass that grows beneath our feet, 

We thank our heavenly Father : 
For lovely flowers and blossoms gay, 
For trees and woods in bright array. 
For birds that sing in joyful lay. 
We thank our heavenly Father. 

For ]r>afy trees with fruit and shade, 
We thank our heavenly Father : 

For things of beauty he has made. 
We thank our heavenly Father ; 

For daily blessings, full and free. 

For leading where we can not see ; 

For all his care o'er you and me. 
We thank our heavenly Father. 

For Jesus, born a little child. 

We thank our heavenly Father : 
For Jesus Christ, the children's friend, 

We thank our heavenly Father ; 
For Jesus Christ, the children's friend. 
Who to us all his love doth send. 
For him who helps us to the end, 
We thank our heavenly Father. 

15. Exit March. 

Distribution of papers as children pass out. 



Note. — The department programs given in this book are in 
use by their authors, and are the result of years of expert ex- 
perience. 

SENSIGRAMS. 

"The soul comes into the world containing in- 
finite, but undeveloped, possibilities. — Mrs. Lamo- 
reaux. 

''When you make a story your own and tell it, 
the listener gets the story plus your appreciation of 
it." — Sara Cone Bryant. 



EARLY CHILDHOOD 127 

''The chief reason why some people can not tell 
stories is because they have no story to tell." — 
Anna Buekland. 

''Thorough preparation changes drudgery to sat- 
isfying pleasure in Sunday-school teaching." — 
Marion Lawrance. 

"Train up a child to bring a penny, and when he 
is old he will not depart from it." — H. M. Hamill. 

"Getting out of a rut does not mean kicking over 
the traces." 

FOR REVIEW AND DISCUSSION. 

1. What is the key-word to this period? 

2. Name at least five special characteristics. 

3. Why do you think it important to study these 
traits? 

4. Why is teaching by stories the best plan with 
children? 

5. Name four features which should belong to 
the Beginners' story. 

6. Give two necessary characteristics of a Begin- 
ners' teacher. 

7. Give Sara Cone Bryant's four elements in the 
successful telling of a story. 

8. How should children of this age be arranged 
and surrounded, and why? 

9. How does Mrs. Grant K. Lewis' story meet 
the requirements of a good Beginners' story? 

10. What are the elements of adaptation in Mrs. 
Walker's Beginners' department program? 



128 COMMON SENSE 

OUTLINE OF LESSON XIII. 
Middle Childhood 

I. The Pupil. 

Key-word to period, activity. 

1. Special characteristics and adaptation. 

(1) An instinct for certainty. 

(2) Curiosity. 

(3) Imagination. 

(4) Memory. 

(5) Sociability. 

(6) Vivacity.. 

II. The Lessen. 

1. Sources of material. 

(1) The Bible. (2) Nature. (3) History. 

2. Nature of material. 

(1) Bible stories. (2) Nature stories. (3) 
History stories. 

III. The Teacher. | 

1. Characteristics. | 
(1) Well informed. (2) Sociable. 

2. Aim. 

IV. The Teaching. 

1. Class arrangement. 

2. Repeated stories. 

3. Reverent demeanor. 

4. Kindly discipline. 
Primary Story Told. 
Primary Department Program. 
Sensigrams. 

For Review and Discussion. 



MIDDLE CHILDHOOD 129 

LESSON XIII. 

Middle Childhood— A^es Six to Nine 

No text-book on teaching is of any value to the 
teacher who can not absorb its truths into his own 
thinking and fuse its elements by means of the 
chemistry of his own common sense. The best 
pedagogy is that which pays no conscious attention 
to pedagogics. To be such a servant to the princi- 
ples of teaching that you will become complete 
master of the practice of teaching, requires constant 
study, but brings great results. With the thoaght 
in mind that the test of every theory lies in its ap- 
plication, we take up the study of middle childhood. 

I. THE PUPIL. 

Activity is the key-word to this period. The mind 
is more active than in early childhood, and the body 
is active in carrying out the mind's orders. To find 
out things and to do things are the real aims of 
middle childhood. The rainy-day question, "Mother, 
what can I do?" is a familiar one in most house- 
holds. The activity of children at this period must 
be met and controlled by parent and teacher, other- 
wise it will go to waste in aimlessness, or will aim 
at the wrong thing. 

The teacher must so present the lesson as to keep 
the pupils' minds busy, and so arrange the exercises 
as to keep their bodies busy. This is the secret of 
both attention and interest. 

1. Special Characteristics and Adaptation. 



130 COMMON SENSE 

(1) An instinct for certainty. Professor Haslett 
calls especial attention to this characteristic. Chil- 
dren in their games solemnly obligate each other 
with *'Hope to die" and "Cross your heart." They 
want to know exactly how and what everything is. 
Such questions as **How far is it?" "How big is it?" 
"How deep is it?" "How high is it?" are fired in 
volleys. After promising not to ask another ques- 
tion, a boy ventured one more, "Mother, how far 
can a cat spit?" The instinct for certainty is 
nature's effort to build correct knowledge into the 
foundations of character. As teacher or parent, . 
take pains to be correct in your statements. Re- | 
spect every respectful question. Give dimensions 
and distances accurately. Teach memory texts witli 
exactness. Impress the importance of being de- 
pendable, reliable. 

(2) Curiosity. The simple wonder of very little 
folk gradually strengthens into curiosity. As stated 
in an earlier chapter, curiosity is the mind's appe- 
tite, and at the age we are now considering the 
appetite is keen. Much of a child's destructiveness 
and his seeming cruelty are due to curiosity. He 
wants to find out how things are put together — 
animate and inanimate. ^ Curiosity is your main key 
to attention and interest. A telescope would help 
you wonderfully to impress the fact that "the 
heavens declare the glory of God," and a microscope 
the fact that the minutest things "show his handi- 
work." Try to unlock some instructive secret in 
every lesson. 

(3) Imagination. In this period the fancy of 



MIDDLE CHILDHOOD 131 

early childhood grows to be constructive imagina- 
tion, and the mind begins to build things with the 
material which you have given and are giving to 
memory. With right material, imagination gradually 
builds fine ideals. With wrong material it erects 
degrading standards. As teacher or parent you are 
the material furnisher. No word so appeals to 
imagination as the word *'like." Use it often and 
learn to use it skillfully. "The kingdom of heaven 
is like unto a grain of mustard seed;" "like unto 
leaven;" "like unto a treasure hidden in the field;" 
"like unto a man that is a merchant;" "like unto 
a net" (Matt. 13). 

(4) Memory. From the age of six or seven to 
about fourteen, memory is more active than at any 
other time. 

Let no opportunity pass by to give for memoriza- 
tion wholesome Scripture texts that will never be 
forgotten. The memory verses in the lessons are 
generally good. For instance, "In the beginning 
God created the heavens and the earth" (Gen. 
1: 1); "God loveth a cheerful giver" (2 Cor. 9: 7); 
"What time I am afraid I will put my trust in 
thee" (Ps. 56: 3). Repeat good stories and call 
for the recitation of memory work often. 

(5) Sociability. Children can not bear isolation. 
At this period they desire the companionship of 
their particular friends and acquaintances. When 
the weather shuts them in they are miserable, and 
often succeed in making every one else so. 

Be happy and sympathetic with your pupils, and 
by causing them to mingle with each other in class 



I 



132 COMMON SENSE 

exercises, and help each other in class duties, make 
the class work a joy instead of a trial. 

(6) Vivacity. An effervescent vitality charac- 
terizes normal childhood. There is a slam-bang 
tempestuousness about it which is often disconcert- 
ing to grown-ups. Merriment, laughter, noise and 
enthusiasm fill the premises. There is something 
doing every minute. Ordinary words are not suffi- 
ciently picturesque and new ones are coined. Our 
own prim little maiden of seven said merrily at ^ 
breakfast, ''Mother, why don't you bring in that 
ding-busted toast?" When a teacher asked, "What 
did Moses do with the tabernacle in the wilder- 
ness?" one of the boys replied, '*He chucked it." 
(See Ex. 33: 7.) 

For this reason, do not be prim and sober all the 
time. Vary the class moods. Have moments of 
relaxation and freedom, quickly bring the respon- 
sive minds within bounds again. A joyous laugh 
at some funny happening will do more good than 
harm, even in the Bible school. 

II. THE LESSON. 

While there is no striking change in special char- 
acteristics between the age now being considered 
and the one before, there is a natural strengthen- 
ing of all the mental powers, and new stories may 
be rapidly added, while old ones are being retold 
in greater detail. 

1. Sources of Material. 

(1) The Bible. 

(2) Nature. 



MIDDLE CHILDHOOD 133 

(3) History. 

I (4) Fairy tales. 

I (The last of these I would recommend only 
for telling at home, and even there they should 
always be told as fairy tales. Happily chosen fairy 
tales delight the child-mind and give elasticity to 

I thought.) 

2. Nature of Material. — The interests of middle 

I childhood center in people, nature, home life and 

! living things in general. The elements mentioned 
in the previous lesson — action, picturesque descrip- 
tion, simple words and ideas, and the wonder ele- 

j ment — are still attractive with growing interest in 

' Uow things are made and why everything is as it is. 

(1) Bihle stories. The following Bible stories 
' are especially well adapted: "God the Creator and 
j the Garden of Ed^n" (early chapters of Genesis); 
J "The Story of the Sheep that Was Lost" (Luke 15: 

3-6; Matt. 18: 12-14); "Building a House for God's 
Worship" (1 Chron. ch. 29; 2 Chron. ch's. 2-5); 
"How Abraham Stopped a Quarrel" (Gen. 13: 1- 
12); "A Captive Maid Trying to Help" (2 Kings 
5: 1-14); "Daniel in the Lions' Den" (Dan. ch. 6); 
"David's Friendship with the King's Son" (1 Sam. 
18:1-16; 19:1-10; 20:1-42); "The Baptism of 
Jesus" (Matt. 3:13-17; Mark 1:4-11); "Return- 
ing Good for Evil." 

(2) Nature stories. Stories similar to those 
mentioned in the previous chapter, with added 
details. 

(3) History stories. Stories from the lives of 
men and women illustrating traits of character or 



134 COMMON SENSE 

simple principles, temperance incidents, instances 
of fearlessness, bravery, honesty, and the like, are 
all in* place as aids to an appreciation of similar 
Bible material. 

III. THE TEACHER. 

1. Characteristics. — It is here taken for granted 
that every teacher has a strong and constant faith 
in God and in Jesus Christ. In addition to this, 
there are certain natural and acquired adaptations. 

(1) Well informed. If you are to satisfactorily 
meet your pupils' curiosity and instinct for cer- 
tainty, you must always know what you are talking 
about. Children feel your preparation or your lack 
of it. One of the best arguments in favor of your 
teaching permanently in your chosen department 
is that you may constantly increase your stock of 
knowledge so that your pupils will know that you 
know. The little girl who said of her mother, 
''When my mamma says a thing is so, it's so 
whether it is or not," showed the desire of every 
child to find some one who could be believed with- 
out question. 

(2) Sociable and vivacious. Children have both 
these characteristics, and the teacher or parent 
who has neither can not meet them on their own 
plane. If you are prosy, preachy and dull, your 
pupils will close up like clams. There is such a 
thing as the ''smile that won't come off.** It will 
not come off because it is not **put on." 

2. Aim. — To control the surplus activity of your 
pupils by giving them right things to do. 



MIDDLE CHILDHOOD 



135 



IV. THE TEACHING. 



o o o o o 



o 



o 
o 



FIG.5 



The essentials of a rightly taught story lesson, 
as given in the previous chapter, hold good in this. 
The only difference is in the natural introduction 
of more detailed description and information which 
change the simple story into a narrative. 

1. Class Arrangement. — The graded lesson work 
requires at least one 
class for each year. Un- 
graded schools, in which 
there is one expert 
Primary teacher, and O 
only one, may well have 
Primary department 
pupils all in one class, 
using such of the previ- 
ously suggested class ar- O 
rangements as is 
thought best. Hand-worl: in the class would re- 
quire tables on the order of Pig. 5 or Fig. 6. 

2. Repeated Stories. — It is here that you must 
make the best possible 
use of the stories re- 
told. Study the retell- 
ing of your story as 
closely as you studied 
its telling. Watch its 
effect. The way in which your pupils receive the 
repeated story will reveal to you their widening 
interests, and will give you your best cue in adding 
to the narrative. 



O 

o 
o 
o 
o 



o 
o 



o oo o o o 



FIG. 6 



o o o o o o 



136 COMMON SENSE 

3. Reverent Demeanor. — It is possible to be both 
animated and reverent — not only possible, but very- 
important. Try it. Practice it. Persevere in it. 
Train the children to pass quickly from joyous ex- 
ercises to quiet thought and prayer. They will 
follow your own lead in this matter. American 
childhood is deficient in reverence, and much of 
the fault is in the training. 

4. Kindly Discipline. — There is no place in your 
work for a grouch. A kindly smile and an encour- 
aging word, backed by the authority of perfect 
preparation, will give you both attractiveness and 
control. Proceed along the line of "do" rather 
than "don't." Be quietly, but kindly, positive 
when necessary. Control by suggesting right ac- 
tivities rather than by forbidding v^rong ones. The 
mother who said, ''Go upstairs and see what Harry 
is doing, and, whatever it is, tell him to stop it," 
followed a familiar but a mistaken course. 

PRIMARY STORY TOLD. 

THE SHEEP THAT WAS LOST. 

(Matt. 18 : 12-14.) 

LiLLiE A. Paris. 

When Jesus was on earth he used to speak of 
himself as the Good Shepherd. He said, ''I am the 
Good Shepherd; the Good Shepherd layeth down 
his life for the sheep." One time he was trying 
to get his disciples to understand what a dreadful 
thing it would be if any one should be left out of 
his kingdom. Jesus wants everybody — every little 
child and every grown-up man and woman — to go 



MIDDLE CHILDHOOD 137 

to heaven, and he wanted his disciples to under- 
stand that they must tell everybody about it. And 
so he told them the story of a shepherd that had 
an hundred sheep. 

Now, I am going to tell you the story so that 
you will know what Jesus meant, just as his dis- 
ciples did when he told it to them. First, we will 
see what it says here in my Bible, and then I will 
tell you the story. (Read Matt. 18: 12-14 to the 
children, then proceed.) 

Once a shepherd had an hundred sheep. He 
cared for them very tenderly. Every day he led 
them out where the pastures were fresh and green. 
The shepherd knew that his sheep were afraid of 
the rushing, roaring water, and so he did not take 
them where the rivers were deep and swift; he led 
them where the waters were very still and quiet. 

Can you shut your eyes and imagine you see 
a shepherd with long, flowing robes and the 
cloth turban over his head; his shepherd's staff, 
like a long cane with a crook at the top, in 
his hand? He is starting from the door of the 
sheepfold. Listen! he is calling the sheep. Each 
one of them is named. The dear old mother sheep, 
with the mild eyes, he calls ^'Patience." That little 
Iamb over there, that is as white as snow, he calls 
"Snowball," and this one with the dark spots he 
has named ''Spottie." I wonder what is the name 
of the grand old sheep with the great, big horns! 
He is one of the leaders of the flock, and the shep- 
herd has named him "Prince." 

The shepheid is ready to start from the fold. 



138 COMMON SENSE 

He calls his sheep. Listen! Can you hear 
him calling now? ''Come, Prince! Come, Spottie! 
Come, little Snowball!" And they all come run- 
ning just as their names are called, and follow the 
shepherd wherever he leads them. See the sheep 
now as he is leading them out over the hills, 
through the valleys, down to where the grass is 
greenest, near the place where the water is stillest 
and purest! Perhaps he sits down on the ground 
now, for he. knows that the sheep will not go very 
far away. The little lambs are frisking about so 
gaily, the old mother sheep is watching them and 
talking to them in tneir own queer language. The 
old mother sheep says, **Baa, baa," so gently. I 
think she is saying, "Don't go far away, little Snow- 
ball. Stay close by your mother, Spottie." After 
awhile the sheep go on, nibbling the grass, and one 
little lamb. Snowball, goes farther away than he 
thinks. He goes on — and on — and on. He, does 
not hear his mother calling now. He looks all 
around among the bushes and the grasses, but he 
is so little that he can not see through them. He — 
is — lost. Poor little lamb! 

Now, children, you may open your eyes and 
listen to the rest of the story. Little Snowball has 
gone too far away. He is lost out on the hillside. 
It is growing late in the afternoon. The shepherd 
thinks it is time to go back to the fold and shut 
his sheep in safely for the night. He calls them 
and they come bounding to his side. Then they 
go over the hills and through the valleys together, 
shepherd and sheep, back to the fold again. Now 



MIDDLE CHILDHOOD 139 

he opens the door of the sheepfold and stands by 
the side of it as the sheep go in. 

As they are passing him, the shepherd counts 
them — one, two, three, four, five, six. On he counts 
until the ninety-and-nine have gone in. "Only 
ninety-nine? Why, this morning there were a hun- 
dred. Which sheep is gone?" At last he says, *'It 
must be Snowball! I do not remember seeing him." 
^Then he calls again to make sure. **Come, Snow- 
ball." He knows that if Snowball is there, he will 
come running when his name is called. But no 
Snowball comes. The shepherd is tired, and it 
was a long journey over the mountains and 
through the valleys, but he .does not think of 
that. One of the lambs that he loves is lost. 
He closes the door of the sheepfold so that the 
others may be all safe. He starts swiftly away, 
and goes along the same paths and to the same 
places where the sheep had been during the day. 
On and on he goes, to the spot farthest away. He 
calls and calls, "Snowball! Snowball!" but he 
doesn't hear any answer. 

It is growing dark and stormy. The clouds begin 
to gather and the rain pours down. The shep- 
herd does not care for the rain, for the wind, for 
anything. He does not once think of turning back 
to the sheepfold. He stumbles in the briars and 
almost falls. His hands catch on the sharp 
thorns and they are bleeding and torn, but the 
shepherd does not go back. Presently he calls 
again, "Snowball! Snowball!" And what do you 
think? He hears a faint "Baa, baa." The shep- 



140 COMMON SENSE 

herd listens. Right over on the other side of the 
bushes it seems to be. He can not see his way- 
through. He can only put out his hands and grope 
in the darkness, but he stumbles on. He calls 
again. This time when he hears the answer he 
gets down on his hands and knees and crawls 
through the grass and briars and bushes to the 
place where the sound comes from. He gropes 
with his hands. Oh, how happy he is! His hand 
has touched the lamb's woolly back. The shepherd 
is so glad. He takes that little lamb up in his arms 
and hugs it close. It is frightened and shivering 
with the cold. The shepherd folds it to his warm 
breast and wraps his garments about it. He does 
not care if the blood is dropping from his hands; 
does not care for anything but the little lamb that 
is safe in his arms. 

Back he goes now, over the hills, through the 
valleys, to the sheepfold. At last he reaches the 
door. How warm and safe and snug it seems 
within! He puts the lamb down on the ground. 

The shepherd rejoiced over that one lamb that 
was lost more than he did over all the other sheep 
that had not gone away from him at all. 

Jesus feels about us just as the shepherd felt 
about his sheep. He is our Good Shepherd. When 
we do wrong things we are wandering away from 
him, and he feels that there is not one that he can 
spare. He calls out after us, and calls, and calls, 
'*Come unto me, come unto me!" And if, when he 
calls, we who are wandering away from him, will 
obediently answer him, he will lead us to the place 



» 



MIDDLE CHILDHOOD 141 

of safety like the shepherd did the little lost lamb. 
And, oh, how Jesus, our Good Shepherd, rejoices! 
Let us altogether repeat our Shepherd Psalm (Ps. 
23). (Teacher will repeat as a closing prayer.) 

"Jesus, like a shepherd lead us, 

Much we need thy tenderest care ; 

In thy heavenly pastures feed us, 
Fox our use thy fold prepare. 

Blessed Jesus ! blessed Jesus ! 

Thou hast loved us, love us still." 

PRIMARY DEPARTMENT PROGRAM. 

Mrs. H. M. Leyda. 

1. Quiet Music. 

2. Good-morning Song. 

Night draws her curtains wide apart. 

The rosy dawn appears. 

The morning light brings life and cheer 

To gladden you and me. 

Then a very happy good morning. 

To all you children so dear ; 
Good morning, good morning, good morning. 

To each and every one here? 

3. Praise Sen ice. 

Teacher — I was glad when they said unto me, 
Let us go into the house of the Lord. 
Children sing. 

Enter into his gates with thanksgiving. 
And into his courts w^ith praise ; 
Be thankful unto him, and bless his name, 
For the Lord is good. 

Teacher — Bless the Lord, O my soul, and all that 
is within me, bless his holy name. 
Children sing. 

Holy. holy. holy. 

Holy is the Lord, 
Holy is his dear name, 

Holy is his word. Amen, Amen. 



142 COMMON SENSE I 

Teacher — Praise the Lord, all ye nations; Praise 
him, all ye people. ^ , 

Children sing. 

Praise Him, praise Him, all ye happy children, 

He is love, He is love. 
Praise Him, praise Him, all ye happy children. 

He is love, He is love. 

Teacher — Thou shalt love the Lord thy God with i 
all thy heart. I 

Children sing. 

Love Him, love Him, all ye happy children, ^ 

He is love, He is love. f 

Love Him, love Him, all ye happy children, ? 
He is love, He is love. 

Teacher — O give thanks unto the Lord. ^ 

Children sing. 

Thank Him, thank Him, all ye happy children, 

He is love, He is love. 
Thank Him, thank Him, all ye happy children, 

JBe is love. He is love. 

Teacher — Serve the Lord with gladness, come be- 
fore his presence with singing. 

Children sing. ^ • 

Serve Him, serve Him, all ye happy children. 

He is love. He is love. 

Serve Him, serve Him, all ye happy children, 

He is love. He is love. 

Teacher — Sing praises unto our King: for the 
Lord is a great God, and a King above all gods. 
Children sing. 

Crown Him, crown Him, all ye happy children. 

He is love. He is love. 
Crown Him, crown Him, all ye happy children, 

He is love. He is love. 

4. Prayer Service. 

Teacher — Evening, and morning, and at noon, 



MIDDLE CHILDHOOD 143 

will I pray, and cry aloud; and he shall hear my 
voice. 

Children — The Lord is far from the wicked: but 
he heareth the prayer of the righteous. 

Prayer. 

Children sing response. 

Hear my prayer, O Lord, and keep me in all my ways. 
Amen, Amen. 

5. Offering service. 

Teacher — Jesus said, **It is more blessed to give 
that to receive." 

Children sing — "Give, oh, give." 

Offering. 

Teacher — What kind of a giver does God love? 

Children — God loveth a cheerful giver. 

Teacher — How did Jesus say we should give? 

Children — Freely ye have received, freely give. 

Teacher — How did Jesus say we could give to 
him? 

^Children — Inasmuch as ye have done it unto one 
of the least of these my brethren, ye have done it 
unto me. 

All repeat. 

God loveth a cheerful giver. 

He has asked us to freely give 
Our money and love to others, 

To teach them the right way to live. 
Inasmuch as ye give to others. 

Ye have given the same to me. 
These words were spoken by Jesus 

To all who his helpers would be. 

6. Fellowship Service. 



144 COMMON SENSE 

Children sing. 

A welcome warm, a welcome true, 
To this dear Sunday-school of ours ; 

And may a blessing come to you 
Like sunshine to the flowers. 

For Jesus will himself draw near 

And bless us as we linger here. 

We welcome you with joy sincere 
To this dear school of ours. 

7. Birthday Recognition. 

Children sing. 

We bring you happy greetings 

In song of love and cheer ; 
Wishing you a glad birthday, 

A happy, bright new year. 

8. Lesson Story. 

(Taught in different grades.) 

9. Closing Hymn. 

Father, hear thy little children. 

While to thee we pray ; 
Asking for thy loving blessing 

On this day. 
Father, make us pure and holy, 

Teach us to be good ; 
Show us how to love each other 

As we should. 

10. Exit March. 

11. Distribution of Papers. 

SENSIGRAMS. 

"If there is attention, there will be retention." — 
Martha Tarbell. 

Start with what your pupil is, and not with what 
you think he ought to be. 

Sometimes a reprimand is only a grouch in dis- 
guise. 



I 



MIDDLE CHILDHOOD 145 

If a story has no meaning, it is a mean trick to 
tell it. 

"Sow a thought and reap an act, 
Sovr an act and reap a habit, 
Sow a habit and reap a character, 
Sow a character and reap a destiny." 

FOR REVIEW AND DISCUSSION. 

1. What does middle childhood's key-word sig- 
nify to the teacher? 

2. Name six special characteristics of this age. 

3. How should your teaching meet your pupils' 
instinct for certainty? 

4. Tell how you would appeal to your pupils' 
curiosity in teaching. 

5. Illustrate the value of appealing to imagina- 
tion. 

6. During what years is memory probably most 
vigorous? 

7. Name memory passages of your own selection 
dapted to middle childhood. 

8. What should you do with your pupils' socia- 
bility and vivacity? 

9. Name three main sources of lesson material. 

10. Mention a number of well-chosen Bible 
stories for middle childhood. 

11. Select a Bible story and tell why you think 
it a good one for this age. 

12. Give two characteristics of a good teacher 
for middle childhood. 

13. Point out the adaptation of INIiss Faris' story 
and Mrs. Leyda's department program. 



!| 



146 COMMON SENSE 

OUTLINE OF LESSON XIV. 
Later Childhood 

I. The Pupil. 

1. Special characteristics and adaptation. 
(1) Independence. (2) Impulsiveness. 

(3) Inquisitiveness. (4) Alertness. 
(5) Playfulness. (6) Literalness. 

(7) Active memory. (8) Habit-forming. 

II. Tlie Lessen. 

1. Sources of material. 

(1) The Bible. (2) Missions. (3) Natural 
history. (4) Biography. (5) Elemen- 
tary science. 

2. Nature of material. 

( 1 ) Bible happenings and texts. 

(2) Happenings of other kinds. 

3. Summary. 

III. The Teacher. 

1. Characteristics. 

^ (1) Self-control. (2) Wide information. (3) 
Companionableness. 

IV. The Teaching. 

1. Class arrangement and size. 2. Method of 
teaching. 3. Things to keep in mind. 
Junior Lesson Taught. 
Junior Department Program. 
Sensigrams. 
For Review and Discussion. 



LATER CHILDHOOD 147 

LESSON XIV. 

Later Childhood— A^es Nine to Twelve 

Mr. Axtell pungently remarks that "taking 
charge of a Sunday-school class is about the only 
thing of importance people will unhesitatingly 
tackle without preparation." Imagine a man 
undertaking the job of piloting a ship across the 
ocean while cheerfully admitting that he knows 
nothing about either ocean or ship. As testers of 
competency, the pupils with which this lesson deals 
take front rank. 

I. THE PUPIL. 

Energy is the key-word to this period. It ex- 
presses itself in the pell-mell, happy-go-lucky com- 
bination of boisterousness and business more easily 
seen than described. In early childhood the engine 
palpitates with preparation to start. In middle 
childhood the wheels grip the rails and feel their 
way out of infancy's train-shed. In later childhood 
there is a noisesome dash for the open. To direct 
this energy must be your aim. You can not repress 
it without an explosion. "Good behavior" on the 
part of boys and girls at this age is not tame 
docility. It is activity in right directions. Giving 
them something to do gets better results than tell- 
ing them something to he. Sending them after 
absentees is a wiser lesson than a lecture on the 
importance of being present. Dispatching them 
with flowers for the sick, with clothing for the 



148 COMMON SENSE | 

naked and with food for the hungry is the best ' 
possible way to impress your teaching on philan- 
thropy and unselfishness. 

1. Special Characteristics and Adaptation. 

(1) Independence. There is at this period an 
eagerness to **go it alone," which explains many of 
the blunders of boys and girls who have been well j 
raised, and explains the lawless defiance of those I 
who have never had a fair chance. 

Place responsibilities on their shoulders that 
will tax their resources. See which of them can be 
fast to learn the books of the Bible. Ask a mem- 
ber of the class to learn the next lesson story in 
advance and tell it to the class. Send a pupil to 
tlie classroom between Sundays to draw a map on 
the board. 

(2) Impulsiveness. There is a general tempes- 
tuousness of temper. Fights, tears, forgiveness 
aud fun are on every day's program. Nature has 
to work fast to get children ready for life, and you 
will have to work fast in order to help. 

Leave out as many **don'ts" as you can con- 
scientiously omit, and relate to your pupils in- 
cidents in the lives of men and women who have 
won out through self-control. 

Emphasize the self-control in the life of Jesus, 
and show how Peter did not become great till he 
conquered himself. 

(3) Inquisitiveness. The curiosity of earlier 
years has now developed into an eager spirit of 
investigation. Questions are asked that mean 
something definite. Answer all honest questions 



LATER CHILDHOOD 149 

and ask questions that will provoke investigation. 

(4) Alertness. The children about whom we 
are now studying are quick to think and quick 
to act. A boy took down a sign *'Boy Wanted" and 
carried it into the store. When reprimanded by 
the proprietor, he explained, **Why, man, I'm the 
boy." 

A slow, tedious program of any sort will never 
get or hold attention. Meet this characteristic by 
springing all the surprises you can in your class 
work. If you have something for the blackboard, 
put it on a little at a time and in such a way as 
to challenge your pupils to guess what comes next. 
There must be something new in thought or action 
every minute. 

(5) Playfulness. There being an overflow of 
« 

fun, mischief and vitality on hands, something has 

to happen — especially in a class of boys. Be in 
the classroom or at the class station when your 
pupils get there, and start an interesting program 
at once, if possible. 

(6) Literalness. Of course, imagination is al- 
ways more or less active, but in pupils from nine 
to twelve it seems to yield for the time being to a 
blunt matter-of-factness. Deal mainly with facts 
that can be proved. When miracles appear in the 
lesson spring no question about them, simply re- 
late them as they are. 

(7) Active memory. Give memory plenty to do. 
You can scarcely give it too much. Call for fre- 
quent repetition of memorized passages of Scrip- 
ture and answers to drill questions. 



150 COMMON SENSE 

(8) Habit- forming. The habit-forming habit 
gets under headway at this age, and both teachers 
and parents must take a hand in fastening right 
habits. Professor James says that **the aim of 
education is to make right habits automatic." He 
proceeds to lay down a few maxims which you may 
teach to your pupils: 

a. Whether breaking old habits or forming new 
ones, take a decided stand at the start. 

&. Do not break your resolution one single time 
till the new habit is securely rooted in your life. 

c. Seize every opportunity to put your new reso- 
lutions into effect. 

Then to you, as a teacher of habit-forming boys 
and girls, he adds: 

d. **Don't preach too much to your pupils or 
abound in good talk in the abstract." 

11. THE LiESSON. 

Bear in mind always that the characteristics of 
your pupils should indicate right lesson material 
and give you the key to right methods. Learn what 
your pupils are in order to select what they need. 

1. Sources of Material. 

(1) The Bible. 

(2) Missions. 

(3) Natural history. 

(4) Biography. 

(5) Elementary science. 

2. Nature of Material. — The interests of later 
childhood center in happenings, adventure, discov- 
ery, risk, construction, heroism, ownership, loyalty. 



LATER CHILDHOOD 151 

justice, combat, and the like. Train your teaching 
instinct to ferret out these elements from every 
lesson and make them th:5 high-lights of your story. 
(1) Bible happenings and texts. Note the inter- 
est element in the following finely adapted graded 
lesson Scripture for Junior pupils: "Abraham's Will- 
ingness to Offer His Boy as a Sacrifice," "The Sell- 
ing of Joseph into Egypt," "The Trip and the 
Report of the Spies," "Gideon's Singular Victory," 
"The Birth and Boyhood of Jesus," "Jesus' Love 
for the Bethany Family and His Raising of Laz- 
arus," "Nehemiah's Experience in Building the 
Wall of Jerusalem." 

Likewise, note the adaptation of the following 
memory texts: "And as ye would that men should 
do to you, do ye also to them likewise" (Luke 
6: 31); "Forget not to show love unto strangers; 
for thereby some have entertained angels un- 
awares" (Heb. 13: 2) ; "Say not, I will do so to him 
as he hath done to me" (Prov. 24: 29); "Be ye 
strong and of good courage; be not affrighted, 
neither be thou dismayed: for the Lord thy God is 
with thee whithersoever thou goest" (Josh. 1: 9); 
"Create in me a clean heart, O God; And renew a 
right spirit within me" (Ps. 51: 10); "Every man 
that striveth in the games exerciseth self-control 
in all things" (1 Cor. 9: 25); "Watch ye, stand 
fast in the faith, quit you like men, be strong" 
(1 Cor. 16: 13). 

(2) Happenings of other kinds. The thrilling 
and heroic experiences of missionaries are exactly 
in place as tributary material in this period. More 



152 COMMON SENSE 

can be done with children in their later childhood 
than at any other time toward solving the problem 
of missions. All facts in natural history dealing 
with the things of God's creation are interesting, 
and the mysteries revealed in elemental scientific 
experiments may be made to create reverence for 
God. Incidents in the lives of men and women of 
note are interesting and inspiring. Temperance f 
lessons should be prepared with the utmost care 
and stressed at this time. 

^(3) Summary. Well-adapted material may be 
summed up as follows: 

a. Truths for memorization. 

h. Stories that illustrate facts — as the experiences 
of missionaries illustrate the fact of progress. 

c. Stories that illuminate principles — ^^as the story 
of Daniel illuminates the principles of temperance 
and self-control. 

d. Stories and statements that inform — as stories 
of Israel inform concerning ancient civilization and 
progress. 

in. THE TEACHER. 

1. Characteristics. — Let it not be forgotten that a 
wholesome Christian character forms the ground- 
work for all the teacher's other qualifications, what- 
ever may be the age of the pupils. The general 
aim of the teacher is to direct the pupils' rampant 
energy. The teacher must therefore have: 

(1) Self-control. Neither teachers nor parents 
can hope to direct the energies of supercharged 
childhood while unable to control themselves. Loss 



LATER CHILDHOOD 153 

of self-possession is very accurately interpreted by 
your pupils as indicating weakness of some kind, 
and they have little use for weakness. 

(2) Wide information. Respect for knowledge 
increases as children grow older. Your pupils of 
this period are particularly impressed with and 
pleased by accuracy of knowledge. 

(3) Companionableness. The ability to be mas- 
ter of the situation in the class and a "jolly good 
fellow" out of the class is one w^ell worth acquiring, 
whether you be a man or woman. A ''likable" 
teacher can do much for the pupil, both out of the 
class and in it. 

IV. THE TEACHING. 

Because of your pupils' growing independence 
and their hunger for facts, your teaching should 
be adapted to each individual, and should be thor- 
ough. 

1. Class Arrangement and Size. — If possible, each 
class should have a small classroom. The class 
itself should be small, r\ D r\ 

not numbering more q O O ^ 

than eight or ten O q 

pupils. An expert O p|Q^y q 

teacher of the corre- 
sponding grade in pub- ™ 
lie-school work can handle a larger number, but the 
average Bible-school teacher will get better results 
with a small class. 

A semi-circle of chairs (Fig. 7), or a half-circle 
table (Fig. 8) made for the class, is best. The 



154 



COMMON SENSE 




teacher is able to see into the eyes of each pupil, 
direct all map drawing and other hand-work and 
secure co-operation. In the absence of a separate 
classroom, a group of chairs in a corner somewhere 

is best. I have seen 
fine work done around 
small square tables in 
a Junior department 
having five or six 
classes. The floors v/ere 
■ carpeted. When com- 

pelled to have your Junior department in the pews 
of the church, each class may be curtained to itself 
by means of temporary uprights bearing light cur- 
tain-rods. 

2. Method of Teaching. — Because of the delight 
of your pupils in memory work, there must be 
much of the recitation method. Give them facts 
and texts to memorize and recite. Have them nar- 
rate the lesson story to you after listening to your 
narration to them. Assign home work and the col- 
lection of illustrative objects from nature. 

3. Things to Keep in Mind. 

(1) Keep order by keeping busy. 

(2) Spring surprises and avoid monotony. 

(3) Ask questions that will compel original 
thinking. 

(4) Commend every commendable thing. 

(5) Substitute **do's" for ''don'ts." 

(6) Give Scripture for memorization. 

(7) Assign interesting work to be done, and call 
for it without fail. 



LATER CHILDHOOD 155 

JUNIOR STORY TOLD. 

JACOB AND HIS FAMILY MOVING INTO EGYPT. 
(Gen. 45 ; 46 : 1-7 ; 47 : 1-12.) 
Mrs. E. a. Fox. 

(Approach the lesson through a few questions.) 

One time there was a young man who fooled his 
brother out of his birthright. What was his name? 

Jacob afterwards became a great and good man, 
but he found how it feels to be deceived, for he 
was once deceived by some of his own sons. Can 
you tell me about it? 

What did Jacob's sons tell him had happened to 
Joseph? 

Do you know what really had happened to him? 

Now we are ready to find out about a big, splen- 
did surprise which Joseph fixed up for his old 
father after giving his brothers the scare of their 
lives. 

Canaan and Egypt and all surrounding countries 
were passing through the seven years' famine. In 
Canaan many of the springs dried up. The earth 
was cracked and parched and hot. Animals died of 
hunger and thirst, and human beings suffered. 

Up in Hebron Jacob was getting old, and never 
ceased mourning over the loss of his son Joseph. 
The famine threatened the lives of his other sons 
and their children, and the old man must have been 
very unhappy as he stood in the door of his home 
looking for the rain that did not come and thinking 
of his boy, v/ho had long been gone. 

Down in Egypt the famine was just as severe. 



15 6 COMMON SENSE 

but Joseph had built big granaries during the years 
of plenty, and had filled them full of wheat. 

From Hebron Jacob's older sons went down to 
Egypt for grain. They met the great and powerful 
governor. He knew them, but they did not know 
him. You remember the story in Genesis 4 2. 

Then, by and by, the brothers all stood in the 
governor's presence. He sent everybody else out 
of the room, turned to his brothers, and said, **I am 
Joseph." 

Those three words must have cracked in their 
ears like a clap of thunder. Years ago they had 
sold him as they would have sold a dog. Now they 
are at his mercy. As they looked at him their 
hearts were in their mouths. Would he make 
slaves of them? Would he throw them into a 
black dungeon? Would he have them killed? 
What would he do, anyway? 

Let us turn to Gen. 45: 4-8, and see what Joseph 
said to them. I can just imagine that every one 
of those brothers felt like a big stone was being 
rolled off his breast as he listened to those words. 
But who was uppermost in Joseph's thoughts? 
Yes, his old father; so he quickly sent his brothers 
back to Hebron to tell Jacob to gather together his 
famine-stricken family, with their starved flocks 
and famished herds, and come down into Egypt, 
where he was governor and where there was plenty 
to eat. 

So Joseph's brothers started back with light 
hearts. It would be safe to say that their beasts 
had to travel faster going back than they did com- 



LATER CHILDHOOD 157 

ing down. What do you suppose those brothers 
talked about when they sat in camp at night? I 
have an idea they could scarcely sleep at all. 

Finally, the last day of their journey comes. 
They see the houses of Hebron peeping between 
the hills. Jacob is anxiously waiting for them. 
See him standing in the door shading his eyes with 
his trembling hand as he looks toward their com- 
ing. Watch his sons as they hurry toward him, 
crying, ''Joseph is yet alive, and he is ruler over 
all the land of Egypt." The old man's heart faints 
within him. The news is too good to be true, but 
at last they convince him, and he says, ''Joseph, 
my son, is yet alive; I will go and see him before 
I die." 

Then it was that there were stirring times in 
Hebron among "Jacob's sons and his sons' sons" and 
his "daughters and his sons' daughters." Imagine 
the excitement among the children. Think of the 
hurry and bustle of starting! The long trip through 
a strange country! Camping out in a new place 
every night! The wide, mysterious desert! Egypt, 
with its temples and wonderful river! A rich, 
I powerful uncle! Plenty to eat! — wouldn't it be 
I great? It makes us wish we could take such a trip 
ourselves. 

Even the king of Egypt was interested, and sent 
wagons to Canaan to help bring the folks down, 
inviting them to come and "eat the fat of the land." 

The distance was over two hundred miles. Turn 
to your map now and trace their journey. Here 
they come, from Hebron down through Beer-sheba, 



158 COMMON SENSE 

where Jacob stopped to worship God, and where 
God said to Jacob in a vision, "I will go down with 
thee into Egypt." From Beer-sheba they come 
southwest, then turn west across the wilderness 
into Goshen — the rich valley land forming the east 
side of the delta of the Nile. They are in their 
new home. But hark! what is that clanking noise, 
growing louder as a cloud of dust comes near? It 
is Joseph in his chariot coming to meet his father. 
Then Jacob said, "Now let me die, since I have 
seen thy face, that thou art yet alive." 

Joseph proudly took his old father to the king's 
palace and presented him to Pharaoh. Jacob lived 
seventeen years in Egypt, in peace and plenty, and 
died when he was one hundred and forty-seven 
years old. 

Then there was another journey — a sad journey 
this time — as they took Jacob's body back to old 
Hebron, where they buried him by the side of 
Isaac and Abraham. 

Now, listen, while I shoot a question at you like 
a bullet at a mark. Who, greater than Joseph, 
greater than Pharaoh, was really bringing all these 
things to pass? Yes, God. But whyf 

Let us turn quickly to Gen. 46:28 and see which 
one of Jacob's sons he appointed to ride in front 
and lead the way from Canaan to Goshen. Ah! it 
was Judah. Now let us hurry the pages over to 
the very first verses in the New Testament and see 
what we find. Here it is. Matt. 1: 1, 2: ''The book 
of the generations of Jesus Christ." And the name 
of Judah is here. Now we know why. God was 



LATER CHILDHOOD 159 

/ 
preparing a people to be the ancestors of the family 

into which Jesus was born. 

JUNIOR DEPARTMENT PROGRAM. 

Meme Bkockway. 

1. Chord on the piano. Pupils seated with teach- 
ers at class tables for fifteen minutes' study of cor- 
related or supplemental work. 

2. March. Played to assemble classes at one 
end of room. Soft music, diminishing to perfect 
silence. All remain standing during prayer of 
thanksgiving and request for God's presence. 
(Sometimes we repeat a verse of Prances Ridley 
Havergal's poem as our prayer.) 

"Father, who hath made the mountains, 

.Who hath formed each tiny flower, 

Who hath filled the crystal fountains, 

Who hath sent us sun and shower. 
Hear thy children's morning prayer. 
Asking for thy guardian care ; 
Keep and guide us all the day. 
Lead us safely all the way." 

Prayer by department superintendent. 

3. Song: ''The Lord is in His Holy Temple," 
from * 'International Praise." 

4. Tardy Pupils Enter. 

5. Responsive Service. 

Superintendent — This is the day which Jehovah 
hath made. 

Pupils — We will rejoice and be glad in it. 

All — Holy, holy, holy, is Jehovah of hosts; the 
whole earth is full of his glory. 

Song: "O Day of Rest and Gladness." 

Superintendent — We will repeat a Psalm which 



160 COMMON SENSE 

will tell us why and how we worship God — Ps. 100. 

Song: *'Holy, Holy, Holy, Lord God Almighty." 

Prayer service. Leader or pupils mention causes 
for thanksgiving. 

Superintendent or a teacher offers prayer. 

Song: ''There is a Royal Banner." 

(Weekly or monthly missionary instruction given 
at this point.) 

6. Birt'hday Recognition. 

Superintendent — What was Jesus' last command? 

Pupils — Go ye into all the world, and preach the 
gospel to every creature. 

Superintendent — Whom did Jesus mean by "every 
creature"? 

Pupils — Every man, woman and child who does 
not know the Lord Jesus Christ and serve him. 

Superintendent — What did Jesus mean by **all the 
world"? 

Pupils — Europe, Asia, Africa, America, isles of 
the sea — every place where people live. 

Birthday offering is given. Prayer offered by 
superintendent. 

Song: "Prom Greenland's Icy Mountains." 

7. Welcome to New Members. They stand and 
all repeat together: 

"A welcome warm, a welcome true, 

To this dear Sunday-school of ours ; 

And may a blessing come to you, 
Like sunshine to the flowers 

For Jesus will himself draw near 

And bless us as we linger here. 

We welcome you with joy sincere 
To this dear school of ours." 



LATER CHILDHOOD 161 

Recognition of returned members. 

"Dear friend, we welcome you to-day, 
Empty have been your places ; 
And we are glad to see again 
• Your friendly, smiling faces." 

Church attendance. Those present at church last 
Sunday stand and are counted. Those intending to 
attend church to-day also stand, and all repeat or 
chant, "I was glad when they said unto me. Let us 
go into the house of the Lord." 

Song: "Sunday-school Cadets," from **Interna- 
tional Praise." 

8. Secretary's Report. On classes' standing as re- 
gards number present, number on time. Bibles, 
home work, offering. Announcements. 

9. Bible Salute, followed by Bible drill, con- 
ducted by superintendent. (This ought to be varied 
each week and should include drill upon names of 
books, divisions of the Bible, books found from de- 
scription and texts which are part of the correlated 
work. Make it a real "Sword Drill," quick, snappy.) 

10. The Offering Service. Class treasurers bring 
offering to the front. 

Superintendent — From whom do all our good 
gifts come? 

School — Every good gift and every perfect gift 
is from above, coming down from the Father. 

Superintendent — What is God's best gift? 

School— John 3:16. (Repeat.) 

Superin4:endent — What can we give him? 

School — Ourselves, our service, our prayers and 
our money. ''Neither will I offer to Jehovah that 
which doth cost me nothing." 



162 COMMON SENSE 

Prayer of thanksgiving for the offering. 

11. March. Played while classes pass to tables 
for the lesson. 

12. Lesson Period. 

13. Soft March Music. Played while pupils again 
assemble. 

Song. 

School repeats verse: *'Let the words of my 
mouth and the meditations of my heart be accept- 
able in thy sight, O Jehovah, my rock and my re- 
deemer." 

Papers given at the door. 

SENSIGRAMS. 

"Morality is a habit long before it is a matter of 
principle." — Prof. James Edgar Swift. 

''There is no more miserable human being than 
one in whom nothing is habitual but indecision." — 
Professor James. 

Whether you use all the information you have 
matters not, but you must have more than you can 
possibly use. 

Your pupils will lose confidence in the well if 
every visit to the pump exhausts the water. 

Good maxims in goody-good language are not 
necessarily good in their effect. 

''You may train a dog to walk on its hind legs 
and you may tame a tiger, but you/can not take the 
boyness out of a boy." — Ian Maclaren. 

FOR REVIEW AND DISCUSSION. 

1. Why is energy a good key-word for this 
period? 



LATER CHILDHOOD 163 

2. Name what you consider to be the most im- 
portant special characteristics. 

3. How would you use the independence of later 
childhood? 

4. How may the chr.racteristic of alertness be 
met? 

5. Discuss Professor James' rules on habit break- 
ing and forming. 

6. What are the interests of this period men- 
tioned under '^Nature of Material"? 

7. Mention some well-adapted Bible happenings 
and point out the interest element in them. 

8. Give a number of memory texts and tell why 
they fit the Junior-age mind. 

9. Give a summary of well-adapted lesson ma- 
terial. 

10. Name three charateristics of the teacher for 
this period. 

11. Describe class arrangements that are good. 

12. What is the best method of teaching this age? 

13. Mention some important things to keep in 
mind. 

14. Point out the adaptation of Mrs. Fox's les- 
son story and of Miss Brockway's department pro- 
gram. 



164 COMMON SENSE 

OUTLINE OF LESSON XV. 

Early Youth 

I. The Pupil. 

1. Special characteristics and adaptation. 

(1) Self-consciousness. 

(2) Self-importance. 

(3) Sense of being misunderstood. 

(4) A saving sense of humor. 

(5) Clannishness. 

(6) Sex differences. 

(7) Religious awakening. 

II. Tlie Lesson. 

1. Sources of material. 

(1) The Bible. (2) Biography. (3) History. 
(4) Current events. 

2. Nature of material. 

(1) Bible persons and facts. 

(2) Biographical incidents. 

(3) Constructive history. 

(4) Illustrative current events. 

III. Tlie Teacher. 

1. Characteristics. 

( 1 ) A Christian character that rings true. 
(2) A sympathy which invites comradeship. 

2. Aim. 

IV^ The Teaching. 

1. Class arrangement. 2. Class order. 3. Class 
instruction. 
Iiitei^niediate Girls' Lesson Taught. 
Intermediate Boys' Lesson Taught. 
Intermediate Department Program. 



EARLY YOUTH 165 

LESSON XV. 

Early Youth — A^es Twelve to Sixteen 

As a rule, men and women do not understand 
boys and girls in their early teens. They either can 
not understand them, do not try, or else try in the 
wrong way. For the mos': part, I believe the second 
of these three to be true. Of the people who become 
Christians, a very large proportion do so between 
twelve and sixteen. Of those who drop out of the 
Bible school and away from church influences, a very 
large proportion do so between twelve and sixteen. 
Either of these facts is sufficient to impress upon 
the Christian parent or teacher the necessity for 
getting busy with the problem of the adolescent 
boy and the evanescent girl. There are two things 
which can and must be done by both teachers and 
parents: 

1. They must see things from the boy and girl 
viewpoint as well as from their own. 

2. They must live with the boys and girls as well 
as beyond them. 

I. THE PUPIL. 

Transition is the key-word to this period. The 
spirit of independence which becomes strong in the 
preceding period is, if anything, still stronger in 
this. 

1. Special Characteristics and Adaptation. 

(1) self -consciousness. This may express itself 
either in the shrinking timidity which our parents 
used to call **bashfulness," or in an overboldness 



166 COMMON SEN8E 

that borders on the fresh or brazen. As a charac- 
teristic of early youth, self-consciousness is due to 
rapid changes taking place in body and mind — 
changes which make each individual a stranger to 
himself. The situation certainly does not call for 
ridicule or harshness on the part of teacher or 
parent. Draw timid pupils out of themselves by 
talking about things in which they are interested 
and by tactfully commending them whenever pos- 
sible. There is nearly always some one thing which 
such pupils can do well. Find what it is and use it. 

The freshness of overbold pupils will generally 
be attended to by their associates. 

(2) self-importance. Boys and girls of both 
early and middle youth quite often think they know 
more than they do. **You can tell a Harvard Fresh- 
men wherever you see him — but you can't tell him 
much," is a happy statement. A similar one may 
be truthfully made of most boys and girls in 
their middle teens. The reason for this egotism is 
that the mind is acquiring a great deal of theory 
and but very little practice. Knowledge is growing 
faster than experience. A boy of sixteen is no more 
to be criticized for being big-headed than for being 
big-footed. Later contact with real conditions will 
help him to get his bearings. Meanwhile, the inde- 
pendence and self-confidence of pupils in the later 
part of this period may cause them to lean toward 
doubt and unbelief. If so, you have a knotty prob- 
lem. 

Stress the plain, strong facts and the self-evident 
truths of Scripture. Qualify yourself to prove that 



EARLY YOUTH 167 

the religion of the Bible is the mainspring of the 
world's progress. Make frequent reference to the 
words and deeds of great men and women who have 
been Christians, and give special prominence to the 
transcendent character of Christ and his apostles. 
This is not the time to put leading stress upon the 
miracles of the Scripture. They should be empha- 
sized earlier and later. 

(3) An exaggerated sense of being misunder- 
stood. It is at this age that boys run away from 
home because they feel themselves misunderstood 
and unappreciated. A college teacher tells me that, 
when she was a young girl, she moped in the attic 
because she thought her family did not love her. 
A boy in one of our cities was slow in his school 
work and sensitive about it. He sent a bullet 
through his brain and left a note for his father, in 
which the last sentence was, **I know God will for- 
give me. He will understand what I have been up 
against." Such instances are the sadder when it is 
remembered that boys and girls of this period are 
often so uncommunicative that it is very hard for 
a bungling outsider to get within the inner circle of 
their confidence. 

Too great emphasis can not be placed upon the 
teacher's responsibility in dealing with these pupils. 
Not all boys and girls in their early teens do tragic 
things, but practically all of them are out ®f poise 
for the time being. Physical and mental changes 
are taking place too rapidly for perfect adjustment. 
I think if you could look into the hearts of them 
all, you wouid find a great longing for the under- 



168 COMMON 8EN8E 

standing comradeship of those older than them- 
selves. Your chief function as teacher is to make 
a place for yourself in the hearts of your pupils, 
regard their confidence as a sacred trust, and teach - 
as much by what you are as by what you know. 

(4) A saving sense of humor. Happily, nature 
has endowed this paradoxical period with a sense 
of humor and an appreciation of fun which tend to 
save the situation. For instance, the boy whose 
voice is doing acrobatic stunts on the vocal trapeze 
will generally salve his sensitiveness by getting fun 
out of it himself. E. L. Moon tells of a lad who 
cheerfully admitted to his mother that, while he 
was not much good in "jography" or *' 'rithmetic," • 
the boys all liked him and he had the ^'biggest feet 
in the class." 

Provide opportunity for wholesome good times 
with your pupils as often as possible. Long ''hikes" I 
with your boys, or exclusive ''jaunts'' with your 
girls, are full of chances to clinch your Sunday work 
in plain talk that goes straight to the mark. Some 
of the most effective teaching I ever saw was done 
by a Y. M. C. A. secretary around a campfire, ten 
miles from civilization. 

(5) Clannishness. In early youth a small ^roup 
of girls will be inseparably chummy, and a gang of i 
boys will fight for each other with tragic sincerity. 
Even from her "set," each girl will choose one as 
her "chum," and from the "gang" each boy picks 
his "pal." Professor Murray attaches special sig- 
nificance to the fact that out of 1,034 boys between 
the ages of ten and sixteen questioned by Dr. 



EARLY YOUTH 169 

Sheldon, 851 were members of societies organized 
hy themselves. 

It is best to respect this tendency to some extent, 
but not to let it degenerate into narrow partisan- 
ship. The matter of preserving order in the class 
may often be turned over to the leaders by means 
of a tactful organization for self-government. I 
have known the boys of a Bible-school class to be 
members of a gang having a secret rendezvous, 
where bad literature was read and cigarettes were 
smoked. 

They were sons of highly respectable parents. 
The teacher of the class found their hiding-place, 
looked over their books, overlooked their cigarettes, 
told a good, wholesome story or two and went away. 
A short time afterwards this teacher's wife gave 
the boys a unique little supper. During the even- 
ing it was proposed that a little reading-room be 
fitted up in the church as the boys' own meeting- 
place. Interest in the new venture led to the 
abandonment of the old haunt, and to a new order 
of things among the boys. 

(6) Sex difference. The essential difference be- 
tween the masculine and feminine which God 
created and which the modern social order seems to 
be trying to destroy, begins to be marked in this 
period. Masculinity is characterized by ruggedness, 
force and compulsion. Femininity is characterized 
by graciousness, gentleness and persuasion. Each is 
the complement of the other, and the two are the 
hemispheres of human nature. In heading toward 
the distinctly masculine, a boy is headstrong, dare- 



170 COMMON SENSE 

devilish and unconventional. In heading toward 
the distinctly feminine, the girl is emotional, in- 
gratiating and aesthetic. The boy's blood boils if 
you call him a *'sissy," and the girl is incensed if 
you dub her a "tomboy." 

For the reason that a woman understands girls 
and can talk to them about many things which 
girls should learn from a womanly woman, it is 
best for a woman to be their teacher. For the rea- 
son that a man understands boys and can talk to 
them about many things which boys should learn 
from a manly man, it is best for a man to be their 
teacher. Both these statements are true, provided 
you have the right woman and the right man — not 
otherwise. Girls and boys should be in separate 
classes. 

(7) Religious awakening. Experience, observa- 
tion and statistics unite in testifying that early 
youth is the period during which the soul is most 
susceptible to right religious influences. Naturally 
it is also the time of susceptibility to wrong influ- 
ences. All teaching should, therefore, without 
being preachy, have a direct bearing upon conver- 
sion to Christ and training in Christ. 

Leave all morbidness out of your teaching on 
these subjects. The custom of enveloping the 
matter of conversion in emotional gloom does vio- 
lence to every principle of common sense. 

Teach your pupils to look upon conversion day as 
the soul's graduation day. It is the occasion for 
the singing of a hallelujah chorus, not for the 
sobbing of a requiem. 



EARLY YOUTH 171 

The test of your work among pupils from twelve 
to sixteen, whether at home or in the Bible school, 
will be found in the number of them who, during 
this time, give themselves to Jesus Christ. 

II. THE LESSON. 

1. Sources of Material. 

(1) The Bible. 

(2) Biography. 

(3) History. , 

(4) Current events. 

2. Nature of Material. — As a general thing, girls 
at this age will be interested in those elements of 
the lesson which have to do with emotion, sacrifice, 
religious motives, romance and home ties. Boys 
will be interested in adventure, travel, science, 
natural phenomena, religious deeds and construc- 
tion. Both boys and girls will be interested fn. 
heroism, conflict, moral integrity, personal loyalty 
and organization. 

(1) Bible persons and facts. The following les- 
son subjects contain excellent material for Inter- 
mediate pupils: Descriptions of Bible lands, times 
and customs; the choice of Moses when he cast his 
lot with his own enslaved people; the character 
of Ruth and of Mary, the mother of Jesus; the 
friendship of David and Jonathan; the unconven- 
tional ruggedness of John the Baptist and of 
Elijah; the masterfulness of Jesus; Peter's long 
fight and his victory over self; the genius, stead- 
fastness and heroism of Paul. 

(2) Biographical incidents. The striking hero- 



172 COMMON SENSE 

ism and moral courage of all religious reformers, 
missionary pioneers and fighters for the right, are 
not only interesting, but when used to reinforce 
Bible teaching, may be wrought into the ideals of 
your pupils. 

(3) Constructive history. Parallel with the 
growth of the religion of the Bible, the work of the 
excavators has proved its statements with the 
shovel. The history of the uncovering of buried 
cities, of the deciphering of hieroglyphics, and of 
the reading of ancient tiles carries both charm and 
conviction. 

(4) Illustrative current events. Things are hap- 
pening all the time which illustrate Bible truths. 
A free use of them helps to show that God's word, 
instead of becoming a back number, is the main- 
spring of all true progress. Such material is par- 
ticularly good with pupils in their early teens. 

III. THE TEACHER. 

1. Characteristics. — Two substitute teachers were 
sent on succeeding Sundays to a class of fourteen- 
year-old boys. They dubbed one a ''pious guy," and 
the other a ''corker." The "pious guy" really 
knew more of the Bible in a minute than the 
"corker" knew in an hour, but he did not know 
boys. 

(1) A Christian character that rings true. Some 
boys and girls do not see practical Christianity at 
home. Some do not see it at all. Most all boys 
and girls of this period, however, have an admira- 
tion for genuineness and a contempt for hypocrisy. 



I 



EARLY YOUTH 173 

(2) An understanding sympathy which invites 
comradeship. Sympathy does not necessarily mean 
pity. It means "feeling with." It is that quality 
in you which enables you to put yourself upon the 
plane of your pupils' own experience. 

A girl of fifteen will one minute display the wis- 
dom of a woman of thirty and the next minute the 
petulance of a child of six. President Hall says, 
"She is now the most intricate and baflling problem, 
perhaps, that science has ever yet attacked." What 
can you do for her, if you do not understand the 
variable winds of her moods? 

The boy is no less a problem. Professor Swift, 
in gathering statistics on truancy and irresponsible- 
ness, has found that the average minister, physi- 
cian, educator, lawyer and business man of 
irreproachable standing confesses to having been 
guilty of lawless pranks and deviltry in his early 
teens that sometimes bordered on the criminal. 
Nothing but the ability to put yourself in the 
place of boys and girls of the age under considera- 
tion, will enable you to get a grip on them. 

2. Aim. — The aim of the teacher must be to es- 
tablish that kind of comradeship with the pupils 
which will make teaching effective through per- 
sonal regard. 

IV. THE TEACHING. 

1. Class Arrangement. — The happiest arrange- 
ment I ever heard of for a class of Intermediate 
boys js in a certain church where their room is 
in a tower over the pastor's study, and is reached 



174 COMMON SENSE 

by a ladder which they pull up after them at a cer- 
tain minute. If possible, the classroom, whether 
for boys or girls, should be separate and decorated 
by the pupils. If you have to meet in a large, 
open room, the class position may be curtained. 

2. Class Order. — Best results in class govern- 
ment are often obtained by turning the matter over 
to the pupils themselves. A Pacific Coast teacher 
had trouble with his boys until he organized them, 
gave them a secret signal and motto, and put 
police duty in the hands of a **bust-up-er" com- 
mittee, whose chairpian was the acknowledged 
leader of the class. 

3. Class Instruction. — The conversation Ynethod 
of teaching is the best, for the reason that it is not 
a method. Sit in the midst of your pupils. 

Approach your subject in some carefully thought- 
out way that will be unexpected. Be well posted 
on all facts of the lesson, and try to have some 
tributary knowledge that will startle. 

Shoot into the lesson an occasional probing ques- 
tion. 

Encourage the utmost freedom of expression on 
the part of every member of the class. 

Outline a few strong points on the lesson, and, 
as you go along, discuss them in the light of Scrip- 
ture and good sense. 

Clinch the whole in a self-evident or thoroughly 
proved statement of spiritual truth. 

Close the lesson in a way that will make for 
thoughtfulness, and let nothing be introduced that 
will spoil the effect. 



EARLY YOUTH 175 

INTERMEDIATE GIRLS' LESSON TAUGHT. 

DAVID AND GOLIATH. 

(1 Sam. 17.) 
Helen Gill Lovett. 

I have chosen for the lesson the familiar story 
of David and Goliath, because it is a popular hoys' 
story which must be taught also to girls. I would 
assign the whole of chapter 17 in sections as prep- 
aration. 

Bring a sling to the class and explain the use 
of it by shepherds and soldiers in Palestine and 
Egypt. Ask who was the giant who was killed in 
this manner? In some such way lead to the head- 
ings for the lesson. Have the girls write them to 
aid in recalling the lesson in the future. 

1. The giant who was killed. 

2. The boy who killed him. 

3. Our preparation as "giant-killers." 

Under the first heading have the girls find the 
giant's name, his home, his nation and w^hy his 
people were enemies of the Jews. This will enable 
the girls to see the historical and geographical 
setting of the story. 

Under the second heading, discuss David's ap- 
pearance, his family, his work, etc.; the battle, his 
arrival, his offer, his faith, his weapons, the result. 
These include the main details of the story. 

Part three is the climax and lesson of the day. 
We are to be "giant-killers." What giants are we 
to fight? In ourselves we fight selfishness, disease, 
sin, etc. Note the weapons used: not Saul's armor. 



176 COMMON SENSE 

which, is untried by David, but that at his hand 
which he uses so well. Recall other instances of 
the use of the thing at hand — Moses' rod and a boy's 
lunch. 

But David has his part to do. He had been un- 
consciously preparing for this event ever since he 
had begun to be a shepherd boy. This sling prac- 
tice every day had been his preparation. David 
did not know that it loas preparation. He practiced 
to aim perfectly. He was not aiming at giants every 
day, but he was aiming at something, and every 
day's aim brought him nearer to killing a giant. 
Had any one said to David, ''David, if you want to 
be a hero and serve your nation, practice with your 
sling until you can aim perfectly," he would prob- 
ably have laughed, because it sounded silly. Im- 
press these truths with a story. The one I would 
tell is of a boy in school, who was dull in lessons, 
but could throw a lasso beautifully, and one day 
he saved a boy who had gone skating and was being 
carried out to the center of the swift stream on a 
cake of ice which had broken. The daily papers 
also told recently of a famous lariat-thrower who 
rescued a boy from a bridge when all other plans 
failed. God can use all kinds of talents, if we per- 
fect them for his sake. 

Now, girls, let me give you some little targets for 
your daily sling-practice. You may make three 
circles and write in them, ^'Sincerity," "Thorough- 
ness" and **My Very Best." In church work, school- 
work and housework aim for these targets and 
practice daily. The Master will some day need 



EARLY YOUTH 111 

some one who can do just what you can do, and he 
will honor with larger wor^ the girl who has 
steadily practiced at these targets. 

"True worth is in being, not seeming ; 
In doing, each day that goes by, 
Some little good ; not in dreaming 
Of great things to do by and by." 

Do you ever dream of great things to do by and 
by? Then, how are you aiming to-day f Have you 
been touching that third target in all of -your 
work? It is hard to practice daily, but when broom 
or duster or Bible or school-book or needle or pen 
or typewriter is the every-day pebble in your hand, 
and you do your very best to make your daily 
practice fit you for Jesus' service, then I know some 
new "giant-killers" who will some day be called. 
Perhaps, instead of David, the name may be Agnes 
or Maud or Mary. "Whatsoever thy hand findeth 
to do, do it with thy might" (Eccl. 9: 10). 

Close the lesson with a short prayer that the 
girls and you, as their teacher, may make every 
day a 'preparation for Christ's service by doing 
little homely things your best, and that God will 
keep you reminded lest you forget. 

INTERMEDIATE BOYS' LESSON TAUGHT. 

THE CALL OF ABRAHAM. 
(Gen. 12 : 1-22.) 
H. M. Kellogg. 

■ 1. *'No\v Jehovah said to Abrani." (Have one of 
B the boys read Gen. 12: 1.) 

K Did you ever see men talking who could not 
mt' speak a word? I saw two, and they were mak- 

L 



178 COMMON SENSE 

ing signs with their fingers and were making 
each other understand about a Western trip. They 
understood each other. In olden times God 
talked to men in a way of his own, and men under- 
stood. 

2. Abraham Understood God. — When you whistle, 
after dark, in front of Jim's house and he comes 
out, it is because Jim has an understanding with 
you and a fellow-feeling. His father, sitting in the 
same room, hears the whistle, but he never thinks 
of responding — he really does not understand. 
Abraham was different from all his neighbors, for 
he seems to have been the only one who heard God 
say, "Go to a better land." God made a sign to 
him and he obeyed, and this changed his whole 
life — made him a pioneer and the founder of a 
great nation. 

God signaled to something within him and he 
responded. In wireless telegraphy there must be 
an instrument somewhere keyed to the one sending 
the message — the two are in sympathy. 

There was in this good man a key that caught 
God's message. I want to make you see to-day 
that the same kind of message is sent to every boy 
some time in his life, and that, if he responds, he, 
too, will be great. 

Do you ever want to travel and see the world 
and seek adventure? Of course you do. This de- 
sire is so strong at times that a fellow feels he just 
must get away. Many a boy under this impulse 
leaves home and becomes a wanderer and a tramp. 
He "plays hooky and goes on the road." 



EARLY YOUTH 179 

In our Juvenile Court last week, a poor little 
fellow who had run away from home and was 
caught, stood a vagrant. I felt sorry for him. He 
had given way to this desire without a proper guide, 
and it landed him in prison. When father has 
seemed cross and unjust, we want to get away and 
even up with him. **My! won't he feel bad when 
he wakes up to-morrow and finds no boy?" Or 
when we read of some ''Wild West" adventurer — 
some poor miner striking a gold mine — then we 
want to go. This desire is very dangerous when we 
obey it in anger or under blind impulse. But 
Abraham obeyed the directing voice of God. God 
said, "Get thee up out of thy country and from 
thy kindred, and from thy father's house, unto a 
land that I will show thee.'' Or he says to you in 
words you are more familiar with, "You will be 
a man soon and no longer a boy. You must leave 
the old home, however hard or easy that may be, 
go to college, strug le on the ball-field with new 
fellows, battle with big tasks and become a master." 
It is just what Jesus felt when he said to his 
mother, "Wist ye not that I must be about my 
Father's business?" Have I made it plain that this 
restless wish for adventure and conquest is all right, 
but it needs God to direct it? 

3. The Time When God Speaks to Us. — The time 
when God sends this message for our departure is 
when we are from twelve to sixteen. Do you ever 
grow tired of boyhood things and feel the "call 
of the wild"? Well, God is talking to you, but 
don't go until you are prepared. Abraham was 



180 COMMON SENSE 

wise. He bought provisions for a journey, camels 
to carry heavy loads, donkeys to ride, andt sheep 
and cattle for the distant range. His was the 
caravan of a prince. (Here I would elaborate in 
picturing the Oriental caravan.) The day is coming 
for his start. 

The morniiig breaks. What a morning! Every- 
thing is ready. An intimate friend comes to wish 
him well; another tries to persuade him not to go; 
others mock and call him a fool, but in his soul he 
is trusting God's voice, and in Ms eye is a vision. 

(Here point out on the map the route he followed 
to Canaan, then to Egypt, then back to Canaan.) 
Finally, in Canaan, under trials and hardships, 
Abraham planted God's empire and made for him- 
self a name that the world will always honor. He 
made it by listening to the voice of God. (Read 
Gen. 13: 17, 18.) Abraham was a pioneer, who 
took better things into the new land than he found 
there. He established an altar for. God's worship 
wherever he went. Such were the pilgrims who 
came to New England to plant liberty. Such were 
the strong men and women who first peopled the 
Mississippi Valley, and such are many of the young 
men who are to-day filling up the great Northwest. 
Did they have homes where they were cared foi', 
think you? Why did they leave? Boys, are you 
going out some day? How are you getting ready? 
Do you expect to trust in God or not? There is a 
picture that has attracted wide attention. It was 
exhibited at the Chicago Centeniiial Exposition, and 
crowds of people stood before it all the time, deeply 



EARLY YOUTH 181 

moved. Every man knew it was a picture of him- 
self. It was called ''Breaking Home Ties." In the 
picture a boy about fifteen is leaving home. It is 
morning. The breakfast-table is not cleared. Grand- 
mother and sisters are looking sad and anxious. 
Father has taken the old satchel and is going out 
the door, where the team is waiting. Mother is say- 
ing good-by. Her hands are on the shoulders of 
her boy and looking into his pure eyes. I hear 
her saying, **My boy, the time is here for you to go 
out into the world and become a man. We have 
loved you from babyhood and cared for you tenderly. 
It is right that you should go, however hard it is 
for us. Your college work will prepare you for a 
great life. We shall think of you and pray for you 
every night and morning. Read each day the Bible 
I have put in your trunk, and pray that God will 
lead you and make you a great and useful man." 
Then she kisses him and he feels that kiss long 
afterward. It is hard for mother, but she knows 
that this is the way God takes to make us men. 
This picture is you, and you, my boys. It is the 
picture of your call to usefulness. How are you 
going to answer it? (Close with prayer.) 

INTERMEDIATE DEPARTMENT PROGRAM. 

Mrs. H. L. Hutson. 
Part I. — Worship. 

(At sound of organ or piano all rise and remain 
standing.) 

1. Silent Prayer. — Then all repeat reverently: 



182 COMMON SENSE 

The Lord knoweth them that are his; and let 
every one that nameth the name of the Lord depart 
from unrighteousness (2 Tim. 2: 19). 

(All Scripture texts should be recited, not read.) 

2. Gloria. (Sung softly.) 

3. Responsive Service. 

Department Superintendent — The earth is Jeho- 
vah's and the fulness thereof; The world, and they 
that dwell therein. For he hath founded it upon 
the seas, And established it upon the floods. 

Boys — Who shall ascend into the hill of Jeho- 
vah? And who shall stand in his holy place? 

Girls — He that hath clean hands, and a pure 
heart; Who hath not lifted up his soul unto false- 
hood, And hath not sworn deceitfully (Ps. 24: 1-4). 

Superintendent — Lift up your heads, O ye gates; 
And be ye lifted up, ye everlasting doors; And the 
King of glory will come in. 

Girls — Who is the King of glory? 

Boys — Jehovah strong and mighty, Jehovah 
mighty in battle. 

Superintendent — lAft up your heads, O ye gates; 
Yea, lift them up, ye everlasting doors; And the 
King of glory will come in. 

Girls — Who is this King of glory? 

Boys — Jehovah of hosts. He is the King of glory 
(Ps. 24: 7-10). 

4. Hymn. — '*0 Worship the King." 
(Department memory hymn appropriate to this 

opening exercise.) 

5. Invocation. — By superintendent, minister or 
teacher. (All be seated.) 



EARLY YOUTH 183 

Pai*t II. — Business. 

(Department and class spirit emphasized.) 

6. Department Motto. — **We Would See Jesus'* 
(John 12: 21). (The class motto of one or more 
classes may be given before the department motto.) 

7. Individual Aim. — ^A more intimate personal 
companionship with Him. A better expression of 
Him to those who know me. A larger sharing with 
Him in redeeming a lost world. 

8. Offering. — Object of day's offering stated 
tersely by department treasurer. Offering brought 
to desk by secretaries or treasurers of the different 
classes, who recite Acts 20: 35 in unison. 

9. Offertory Prayer. 

10. Announcements. — All class and department 
announcements made briefly and to the point. 

11. Reports of Officers. 

12. Hymn. — **Love Divine, All Love Excelling," 
sung by department, or a class song by class. 
(Hymn sung at this place on program shoald be 
correlated in thought with quarter's memory Scrip- 
ture.) 

13. Scripture Recitation. — (If you adopt Ps. 27: 
1-5 as memory text for quarter, either **Guide Me, 
O Thou Great Jehovah," or ''Rock of Ages," would 
be an appropriate hymn. If 1 Cor. 13: 1-10 be 
your text, **Love Divine, All Love Excelling," would 
be appropriate.) 

In repeating memory Scriptures, the exercises 
may be varied by alternating boys and girls, first 
year, second year, and so on. 



184 COMMON SENSE 

Part III. — ^Instruction. 

14. Lesson Taught. — The teaching of the lesson 
should be the real close of the session and the bene- 
diction given so reverently that no impression of 
the lesson will be lost. Let the memory of the les- 
son be the ''benediction that follows after prayer." 

15. Benediction. — Heb. 13: 20, 21. 

The above program is arranged for the ideal de- 
partment; that is, where classes assemble in one 
room, going to separate classrooms for the lesson; 
or where they take their places in groups or around 
a table during the entire session. In situations 
where none of these is possible, each teacher can 
drill his or her class separately on the opening 
service, keeping class in readiness to contribute any 
feature of it to opening exercises of main school 
if called upon. 

SENSIGRAMS. 

It is always praiseworthy to commend those who 
are worthy of praise. 

''Boys should be brought up in a barrel and fed 
through the bung-hole." — Thomas Carlyle. 

Incapacity in the teacher is more often respon- 
sible for bad behavior than original sin in the pupil. 

The desire to quit school is generally a disease — 
not in the boys and girls, but in the school. 

"Education must be made so fascinating that 
compulsory school laws and truancy officers will 
come to be regarded as anomalies." — Judge Lindsey. 

The teacher must open his windows toward Jeru- 






EARLY YOUTH 185 

salem in order to keep his pupils from pitching 
their tents toward Sodom. 

FOR REVIEW AND DISCUSSION. 

1. What two things must be done by parents and 
teachers in dealing with this age? 

2. Why is transition the key-word to this period? 

3. Give several special characteristics of early 
youth. 

4. How should the teacher meet the character- 
istic of self-importance? 

5. What does the pupil's feeling of being mis- 
understood call for? 

6. How would you control and utilize the clan- 
nishness of this period? 

7. What is the test of your work among pupils 
from twelve to sixteen? 

8. Describe the difference between the interests 
of the girl mind and the boy mind at this age. 

9. Give instances of well-adapted Scripture les- 
sons, and tell why they are well adapted. 

10. Name two characteristics of a good teacher 
of pupils in early youth. 

11. What should be the teacher's aim? 

12. Describe fully the best method of class in- 
struction. 

13. Discuss the points of adaptation in Helen 
Gill Lovett's lesson for girls, Dr. Kellogg's lesson 
for boys and iNIrs. Hutson's department program. 



186 COMMON SENSE 

OUTLINE OF LESSON XVI. 
Middle Youth 

I. The Pupil. 

1. Special characteristics and adaptation. 

(1) General intensity. 

(2) Day dreams. I 

(3) Sentiment. | 

(4) Spirit of competition. f 

(5) Changing ideals. I 

(6) Strengthened faith or douljt. | 

(7) Widening interests. j 

II. The Lesson. 4 

1. Sources of material. | 
(1) The Bible. (2) Biography. (3) History. 

(4) Literature. (5) Arts and sciences. 

2. Nature of material. 

(1) Bible persons, facts and principles. 

(2) Matter that substantiates and illustrates. 

III. The Teacher. 

1. Characteristics. 

( 1 ) Thorough information. 

(2) Positive convictions. 

(3) Social sympathy. 

2. Aim. i 

IV. The Teaching. 

1. Class size and arrangement. 

2. Class organization. 

3. Method of teaching. 
Sensigrams. 
For Review and Discussion. 



MIDDLE YOUTH 187 



LESSON XVI. 

Middle Youth— A^es Sixteen to 
Twenty 

Professor Haslett gives an interesting tabulation 
of the findings of Coe, Gulick, Ayres, Pope and 
Starbuck on the average age at conversion. In a 
total of 6,641, mostly men, who became Christians, 
a larger number did so at sixteen than at any other 
age, and there were nearly twice as many between 
sixteen and twenty as there were between twelve 
and sixteen. When teaching in the Bible schools 
becomes more efficient, the majority of conversions 
will take place under sixteen. Why not? 

I. THE PUPIL. 

Aspiration is the key-word to this period. The 
spirit of middle youth ''mounts up with wings as 
the eagle." A very young eaglet was once placed 
in a chicken-yard. For awhile he seemed not to 
know himself from a chicken. But gradually he 
began to stretch his wings and look at the sun. One 
day he became convinced that his domain was the 
sky and not a chicken-yard, and he flew into the 
clouds. It is in middle youth that the soul decides 
between the sky and the coop. 

1. Special Characteristics and Adaptation. 

(1) General intensity. Extremes of thought, 
feeling and action — intense enthusiasm, radical 
opinions, extraordinary depression and rash deeds; 
changes from love to hate and from despair to ela- 



188 COMMON SENSE 

tion, from tears to laughter and from champion- 
ship to antagonism; passing from one extreme to 
another with a swiftness unaccountable to them- 
selves or to anybody else — these are some of the 
phenomena of the middle teens. It is the period 
of the soul's equinoctial storm. If a wrong deed 
be done, it is apt to be radically wrong; if a right 
course be chosen, it is often splendidly right. The 
unwritten pages of high-school history record a 
strange jumble of escapades, vandalism, sacrifice 
and heroism. Very naturally these tempest-tossed 
boys and girls feel the need of an anchorage, though 
they may not acknowledge it. 

Let your teaching be marked by correctness of 
information, your counsel by calm level-headedness, 
and your informal chats by a sincerity of comrade- 
ship that will inspire confidence. **As much as in 
you lieth," avoid nagging and faultfinding. 

(2) Day dreams. In middle youth imagination 
plays the role of architect, drawing possible and im- 
possible — mostly impossible — plans for the future. 
Unsympathetic seniors refer to these as air-castles. 
Frances Willard had a favorite perch in an apple- 
tree where she climbed to dream. Who will say her 
dreams were useless? 

Keep a list in your mind of the great moral and 
religious reforms and tasks to be wrought out in 
the world. Show how difficult they are and express 
the belief that your pupils can master the situation. 
Prof. Arthur Holmes says the young people of this 
age are egotists, and insists that their egotism be 
made a basis of moral appeal. He is right. 



MIDDLE YOUTH 189 

(3) Sentiment. There is "no telling" when an 
individual boy or girl may become a captive to senti- 
ment, but the middle and later teens mark the 
general time of surrender. Love and kindred emo- 
tions often gain the ascendency over reason and 
judgment. 

Now is the time to hold with your pupils and 
your sons and daughters sane conversation concern- 
ing the divine privilege of co-operating with God 
in the betterment of the human race. 

Those young people who are caught in the vortex 
of sensuality are usually the ones who have never 
been told the plain truth, and have never been given 
high ideals of marriage, home and ancestral respon- 
sibility. The cancer in the heart of modern society 
can never be cured by sanctimonious silence. 

(4) The spirit of competition. The spirit of 
emulation, contest, rivalry, battle — every form of 
competition — is interesting to young people 
throughout the whole teen period. Partisanship 
runs high, and champions are idolized. Nature is 
getting ready for life's big battles. It is said that 
Isaac Newton considered books and good behavior 
a bore, but he "worked like a Trojan" to get above 
a bully in his class. 

To the teachers of these young people their spirit 
of competition is a great asset. It is the character- 
istic which, if used, will enable you to pit them 
against sin and ignorance in the fight of their lives. 

Present the Christian life as a battle. Train 
them to see an opportunity for their greatest skill 
/n wielding the "sword of the Spirit.'* Lead them 



190 COMMON SENSE 

in attacks upon the flimsy arguments of local skep- 
tics. Direct them in the building of arguments for 
God's truth that can not be overthrown. 

(5) Changing ideals. Ideals shift in the later 
teens, and many of them assume permanent form. 
In any event, the ideals are intensely ideal. Pro- 
fessor James says that ''every Jack sees in his own 
particular Jill charms and perfections to the en- 
chantments of which we stolid on-lookers are stone- 
cold." 

This is true, no matter whether "Jill" be a 
sweetheart, a missionary career or a football game. 

Take every opportunity, therefore, to stress the 
overmastering ideals in the Scriptures. Compare 
the life and teachings of all others with the life 
and teachings of Jesus. Point out the strength and 
beauty of the great Christian men and women of 
the world. « 

(6) Strengthening faith or douht. Young people 
who are at all in touch with the religion of Jesus 
Christ at this age usually become more faithful and 
active or more doubtful and passive. 

Doubt is the negative side of belief. Faith be- 
lieves something to be true. Doubt believes some- 
thing to be untrue. 

The soul's supreme province is to believe—not 
to doubt — and assertion should take precedence 
over negation. Boys and girls in their middle and 
later teens have not lived long enough to abso- 
lutely know, and they have not yet learned how 
to believe, hence they are at sea and aflirm the II 
negative as the easiest way out. 



MIDDLE YOUTH 191 

Do not engage in futile arguments or permit 
your pupils to do so. Present the great bulwarks 
of truth and leave out pettj^ quibblings. If ques- 
tions of doubt which lead nowhere are forced upon 
the attention of the class, simply state that such 
questions can not be impartially discussed except 
in the light of wide experience, and ask them not 
to commit themselves to positions of doubt until 
their horizon is wide enough to enable them to 
see all sides. 

(7) Widening interests. When a balloonist 
stands upon the ground he sees no more than 
others, but as he mounts toward the clouds his 
horizon widens. The horizon of middle youth 
widens very rapidly. The world's affairs are fas- 
cinating. Great questions concerning national life 
or community life are tackled with confidence and 
zest, and often the wildest vagaries are expressed 
as opinions. 

Hold hard upon the rudder of divine truth. 

Show your pupils that "nothing is settled until it 

is settled right," and that the word of God has 

never failed. Let them see that the wideness of 

God's revelation is wider than all the wisdom of 

men. 

II. THE LESSON. 

Manifestly a lesson should l^ave in it that which 
pupils want to know, or ought to know, whatever 
their, age. Young people from sixteen to twenty 
are like athletes finishing their training. Prom 
their places of school and home restraint they 
hear the waiting multitudes and itch to enter the 



192 COMMON SEN8E 

arena. They want to know how to get the kind of | 
start that will enable them to win. I 

1. Sources of Material. I 

(1) The Bible. 1 

(2) Biography. 

(3) History. 

(4) Literature. 

(5) Arts and sciences. 

2. Nature of Material. — By this time the reader 
and student of these chapters ought to be suf- 
ficiently well posted on the principles that govern 
the selection and adaptation of lesson material to 
be able to anticipate the author's suggestions. 

(1) Bihle persons, facts and principles. Prom 
the age of twelve to twenty-five the average indi- 
vidual's chief interest is in people — the actions, 
habits, peculiarities, deeds, accomplishments, hopes, 
experiences, tragedies and motives of people. In 
your teaching of pupils belonging to the period of 
middle youth, keep the characters of Scripture in 
the foreground. 

The following are instances of well-adapted 
lessons: 

Middle youth's tendency to extremes calls for the 
Bible's emphasis on good sense, as illustrated in the 
wideness of Solomon's information (1 Kings 4:29- 
34); the emphasis upon "solid food" by the author 
of Hebrews (Heb. 5: 12-14); Jesus' parable of the 
talents (Matt. 25: 14-30), and all studies that take 
in the poise, self-control and quiet power of Jesus 
and others. 

Day dreams need ballast in the form of real 






MIDDLE YOUTH 193 

character stuff, such as Jesus' fearlessness in facing 
the Pharisees (Matt. 23); Paul's brave death for 
the gospel (2 Cor. 11: 24-27); or Peter's steady 
victory over self, as recorded in the Gospels and 
Acts. 

The emotions and sentiments will delight in the 
religious patriotism of Nehemiah (Neh. 4: 7-23), 
the love affair and marriage of Ruth, and the home 
life of Mary and Martha and Lazarus. 

The spirit of competition calls for such studies 
as that of good citizenship (Neh. 13: 15-22); busi- 
ness acumen (1 Kings 10: 1-10; Luke 19: 11-26); 
equipment for fighting sin (Eph. 6: 10-18); Jesus* 
real victory over those who seemed to be victorious 
over him, and Paul's heroic fights for truth. 

Changing ideals need the presentation of ideals 
that are stable, such as the trueness of Jesus, the 
steadfastness of Paul, the inflexible principles of 
Joseph and Daniel and the loyalty of the women at 
the cross and the tomb. 

(2) Matter that suhstantiates and illustrates. 
Biographical incidents which illustrate Bible truths, 
historic tendencies and movements which show the 
providence of God, literary masterpieces which 
nourish right sentiments, works of art which have 
been inspired by Bible truth, and scientific dis- 
coveries which corroborate Bible statements, are all 
in point. 

III. THE TEACHER. 

In the earlier part of this period the same thing 
is true which has been stated in the previous chap- 



194 COMMON SENSE 

ter — that is, a man should teach the boys and a 
woman should teach the girls, if the right man and 
the right woman are available. As pupils approach 
twenty, it does not make so much difference. In 
fact, it is often well to reverse the situation. 

1. Characteristics. — I would name three leading 
characteristics which qualify a teacher to teach 
young people in the years of middle youth. 

(1) Thorough infomnation. Your pupils are ac- 
customed to the atmosphere of the schoolroom, 
where the instructors speak with authority. Their 
minds are in the habit of working in algebraic 
terms and with geometric accuracy, and they de- 
mand proofs. What you think does not count for 
half so much as what you know. Preparation gives 
you assurance, impressiveness and power; lack of 
preparation makes you timid, vague and weak. 
A Bible-school teacher once invited a young fellow 
to join his class. "What for?" was the blunt reply. 
Efficient teaching must answer that young man. 

(2) Positive convictions. The doubting uncer- 
tainty which often characterizes the mind at this 
period of its growth needs, above all things, a 
teacher who believes the Bible to be God*s word m 
the fullest sense, and who relies upon his own 
Christian life and Christian experience as leading 
arguments to prove it. 

(3) Social sympathy. Bible-school teachers who 
can enter enthusiastically into the life of their 
pupils and who, at the same time, know the differ- 
ence between recreation and dissipation, have an 
opportunity which no club or lodge can offer. 



MIDDLE YOUTH 195 

Amusement is neither a matter for high license nor 
prohibition. It is a human necessity, capable of 
splendid use or disastrous abuse. The Bible-school 
teacher should be the sanest exponent of its right 
use. 

2. Aim. — Your constant aim should be to train 
the soul's aspirations according to the highest pos- 
sible standards. 

IV. THE TEACHING. 

1. Class Size and Arrangement. — As young peo- 
ple approach the latter part of this period they are 
more and more interested in competing with other 
classes and in making their own class large. 

They will do much better work if they have a 
classroom all their own, and are permitted to ar- 
range themselves to suit themselves. 

2. Class Organization. — Organizing the class has 
a direct bearing upon teaching the class. Your 
pupils at this age are beginning to be very much 
interested in method, system, order and accuracy. 
Their minds, therefore, do better work in orderly 
surroundings. Mr. W. C. Pearce gives the follow- 
ing six excellent reasons for class organization. 
He says that it: (1) "Divides the work;" (2) ''de- 
velops the workers;" (3) ''gives permanency to 
the work;" (4) "gives strength to the class;" (5) 
''increases the class membership;" (6) "promotes 
fellowship." To these I would add: (7) Makes the 
teaching effective. 

3. Method of Teaching. — The informal conversa- 
tional style should gradually develop into the 



196 COMMON 8EN8E 

seminar method of teaching, with questions and 
review drills used tactfully. 

The word ''seminar" sounds stilted, but it hap- 
pens to be the name given to a method of teaching 
which is especially well adapted to young people in 
their later teens. It consists in the division of any 
given subject into several distinct but related 
topics, and the assignment in advance of each topic 
to a different pupil for careful study and research. 

As teacher you must observe the following five 
rules to make the seminar method succeed. Re- 
sults will amply reward you. 

( 1 ) Know the lesson thoroughly yourself. Know 
more about it than you will have occasion to use. 
Questions may come up for settlement; be prepared 
to settle them rightly. 

( 2 ) Prepare your lesson more than a week in 
advance. All assigned work must be carefully 
thought out before you assign it. Show your class 
that you know exactly what you are doing, that you 
have done your part thoroughly, and that you ex- 
pect them to do the same. 

( 3 ) Divide the lesson into several distinct but 
related topics. If, for instance, your lesson is 
rraaman the Syrian (2 Kings 5: 1-14), your topics 
might be as follows: 

a. Brief account of the relations between Syria 
and Israel in the times of Naaman and Elisha. 
&. A short, authentic description of leprosy. 

c. The respects in which leprosy is like sin. 

d. Several reasons why Naaman justified him- 
self in getting angry. 



MIDDLE YOUTH 197 

e. Valuable lessons from Naaman's final obe- 
dience. 

( 4 ) Assign each topic to a different pupil one iveeJc 
in advance, ivith request to prepare a 'brief hut thor- 
ough paper or talk. It you have trouble for awhile 
in getting the pupils to respond, be patiently per- 
sistent and commend, chide, lead or guide, as com- 
mon sense dictates. 

(5) Call for the results of their thought and re- 
search on the appointed Sunday. Take no part in 
the exercises yourself, except to direct them and to 
weave the work of the hour into an impressive 
whole with a reverent and earnest application. 

The seminar method may be varied by questions, 
discussions, topical outlines and textual analyses. ^ 

SOME THINGS YOUNG PEOPLE NEED TO KNOW. 

1. That Christianity offers the finest opportuni- 
ties for their powers. 

2. That the ministry is the most splendid of all 
callings. 

3. That the religion of the Bible has inspired the 
world's best progress. 

4. That Christian character is essential to all 
true success. 

5. That manhood and womanhood, to be worthy, 
must conform to the same high standard of morals. 

SENSIGRAMS. 

It is right to be ambitious if one is ambitious to 
be right. 

Sometimes the best thing to sing after **0h, to be 



198 COMMON SENSE 

nothing, nothing," is ''Here, Lord, I give myself 
away." 

"First love is the incipient comingness of con- 
summate goneness." — Emory Storrs. 

"Our doubts are traitors, and make us lose the 
good we oft might win." — Shakespeare. 

"Conservation of our material resources is im- 
portant, but conservation of our citizenship is im- 
perative." — W. G. Pearce. 

It is possible for parents to get so busy with 
orthodox theology that they turn out hetero.dox 
children. 

Why do some men turn their boys over for the 
devil to raise, and tnen raise the devil because he 
does it? 

FOR REVIEW AND DISCUSSION. 

1. Give your own ideas as to why sixteen is the 
average age at conversion. 

2. What is the key-word to this period? 

3. Name a number of special characteristics of 
middle youth. 

4. How does general intensity show itself, and 
how should the teacher meet it? 

5. What would you do with the day-dreaming 
tendency of this period? 

6. Discuss the importance of candid treatment 
of the whole subject of the sentiments. 

7. How would you use in your teaching the 
strong spirit of competition belonging to middle 
youth? 



MIDDLE YOUTH 199 

8. In what way may the teacher best meet the 
changing ideals of this period? 

9. Why do young people so often doubt in middle 
youth? 

10. How should the teacher meet the doubting 
tendency? 

11. Name portions of the Bible adapted to middle 
youth, and explain the adaptation. 

12. Why should positive faith and convictions 
characterize the teacher of middle youth? 

13. Why should the teacher be well informed? 

14. Explain and illustrate the seminar method 
of teaching. 



200 COMMON SENi^E 

OUTLINE OF LESSON XVII. 
Later Youth 

I. The Pupil. 

1. Special characteristics. 

(1) A sense of power. (2) Definiteness of 
purpose. (3) The home-founding tend- 
ency. (4) Patriotism. (5) Religious 
or irreligious zeal. 
n. The Lesson. 

1. Sources of material. 

(1) The Bible. (2) Church history. (3) 
Religious literature. (4) Evidences. 

2. Nature of material. 

(1) Truth that will produce faith. 

(2) Truth that will strengthen faith. 

III. The Teacher. 

1. Characteristics. 

(1) A passion for ihuman beings; (2) for 
Christ; (3) for truth. 

2. Aim. 

IV. The Teaching. 

1. Seminar method. 2. Seminar and discussion 
method. 3. Discussion method described. 

(1) Use discussion method sparingly. 

(2) Select subjects containing vital principles. 

(3) Make sole aim to find what Bible teaches. 

(4) Omit appointment of judges. 

(5) Be prepared to give summary of truths. 
4. Outline method described. 

Sensigranis. 

For Review and Discussion. 



LATER YOUTH 201 



LESSON XVII. 

Later Youth — A^es Twenty to 
Twenty-five 

Newell Dwight Hillis says that **a sand-fly is ma- 
ture in three days, a robin in three months, a colt 
in three years, but man requires three climacterics 
of seven years each." There is a moment when the 
sculptor pauses, chisel in hand, deciding where he 
will strike the first blow. The period we are now 
taking up is that moment in a normal human life. 
I once watched with interest the intentness of my 
boy as he built a miniature engine. The whole 
procedure was fascinating to him, but the climax 
arrived when he struck a match and lighted the 
alcohol lamp, ''to see if she would run." 

I. THE PUPIL. 

Self-assurance is the key-word of this period. 
Young people from twenty to twenty-five usually 
think in large terms. They have a right to. They 
may not have their plans all made, but if they have 
been given any sort of educational vision, they are 
sure they will do something big in the long run. 

If economic serfdom, poverty or other circum- 
stance robs young men and young women of this 
self-assurance, the robbery seems but little short 
of a crime. 

1. Special Characteristics and Adaptation. 

(1) A s^ense of poiver. The self-assurance of 
this period is a strong sense of power and capable- 



I 



202 COMMOlSf SENSE 

ness which follows the years of preparation, in 
school and out, and which has not yet been weak- 
ened by failures. Knowing this characteristic, your 
cue as teacher is to challenge it to the very utmost. 

Inasmuch as your pupils feel equal to difficult 
tasks, give them difficult tasks to do — difficult les- 
sons to learn, difficult class problems to solve, 
difficult enterprises to carry through. More 
classes of young men and young women fail for 
the lack of something to do which they feel to be 
worthy of their steel, than for any other one rea- 
son. 

(2) Deflniteness of purpose. In most cases, es- 
pecially where young men and young women are 
thrown upon their own resources, as they should 
be, they form definite opinions and determine upon 
well-defined aims. They bring reason and judg- 
ment into strong and permanent play, and usually 
take pride in doing their own thinking. This char- 
acteristic indicates that class work among such 
pupils should be definite and distinct. 

Instead of saying, for instance, *'Now let us al- 
ways study our lessons and try to make our work 
as helpful as possible," it is much better to say, 
**Our lesson next Sunday will be a temperance 
lesson, derived from a study of Isa. 5: 1-12. This 
is usually taken to be a dry subject, but we will 
prove it to be anything but that. Mrs. A, you will 
please read this lesson carefully this week, and 
in a three-minute talk next Sunday morning an- 
swer this question: 'Why was God disappointed in 
his people?' Mr. B, with Isaiah's record of God's 



LATER YOUTH 203 

disappointment in Judah before you, please pre- 
pare a five-minute paper on the question: *Is Amer- 
ica making good in the eyes of God?' Mr. C, Mr. D, 
Miss E, Mrs. F and Mrs. G will please meet next 
Wednesday evening after prayer-meeting and agree 
upon five things which should be done in this com- 
munity to strengthen the cause of temperance. 
Each of you will present one of these in one sen- 
tence next Sunday. Mr. H and Miss K will lead in 
a quick general discussion of these five sugges- 
tions. Mrs. L will select and read to the class five 
of the strongest verses of Scripture on the subject 
of temperance. Mr. M is asked to prepare for dis- 
tribution and present to the whole school the fol- 
lowing pledge: *I hereby promise God and pledge 
my word of honor that I will never have anything 
to do with intoxicating liquors.' Mr. N will write 
up a pointed account of the class work and put it in 
the Monday papers." 

(3) The home-founding instinct. As a class, 
young people at this age are by nature impelled 
toward the making of a home and the founding of 
a family of their own. This homing tendency is 
one of the greatest safeguards to civilization, and 
one of the most divine of human impulses. 

All Bible teachings concerning the home and 
family will not only be inspiring, but interesting. 
Jesus held the family in such high regard that "he 
built his church according to family ideals. God 
has revealed himself as our Father, and all we 
are brethren. The family is a sacred institution. 
Young men and young women — young husbands 



204 COMMON SENSE 

and wives actual or prospective — will be interested 
in the teachings of God's word upon all phases of 
this subject. There is no correction of the divorce 
evil except in the adoption of the family ideals 
found in the New Testament. 

(4) Patriotism. If .an international crisis were to 
suddenly result in a call to arms, a great majority 
of the men who would immediately volunteer would 
be under twenty-five. Patriotism is loyalty to home 
on a large scale. It is easy to imagine that it was 
a youthful Hibernian who said, 'Td rather be a 
gas-lamp in Dooblin than to be prisidint of the 
Unoited States." 

Rally your young men and young women to the 
defense of the church of Jesus Christ against the 
attacks of disguised atheism. Stress those por- 
tions of God's word which will impel them to **put 
on the whole armor of God" against moral anarchy 
and practical infidelity. 

Cause them to see that the principle which under- 
lies the buying and selling of votes is destructive 
of home, country, character and religion. It is 
inherent treason. In the light of divine truth show 
the presence of every immoral institution in the 
community to be a standing challenge from the 
devil — a challenge which must be answered. 

(5) Religious or irreligious zeal. The leadership 
of most of the many religious activities of our day 
is in the hands of young men and young women 
from twenty to twenty-five. On the other hand, 
prison records show that criminality is at its high- 
est point at the age of tv/enty- three. 



LATER YOUTH 205 

These facts indicate that the years of later youth 
are years in which the average individual is inclined 
to positive righteousness or positive unrighteous- 
ness. This is the '*wild-oats" period as well as the 
period of heroic Christian service. 

To meet such a situation teachers must hold the 
reins over a strenuous team. Something to do must 
be hitched squarely beside something to learn, if 
any speed is to be made toward the goal of real 
Christian instruction. 

n. THE LESSON. 

There are young men's classes and young wo- 
men's classes belonging to the age we are now 
considering, scattered throughout the Bible-school 
world. Many single classes among them have hun- 
dreds in their membership. Some of the individ- 
uals in these potential groups are Christians, some 
are not. What lesson material will appeal? 

1. Sources of Material. 

(1) The Bible. 

(2) Church history. 

(3) Religious literature. 

(4) Christian evidences. 

2. Nature of Material. 

(1) Truth that will produce faith. Those in -the 
class who are not Christians need to know and will 
be interested in the convincing things that are in 
the Bible. The structural things that bulk big 
with self-evident truth, facts concerning the authen- 
ticity- of Scripture, truth-seeking arguments which 
overthrow skeptical fallacies, the lives of staunch 



206 COMMON SENSE 

Christian men and women in whom the religion of 
Jesus has worked a transformation and historic 
proofs of Christian progress — all these are timely 
and should he at the teacher's command. 

(2) Truth that will strengthen faith. Whatever 
produces faith strengthens faith. Therefore, those 
in the class who are already Christians will be in- 
terested in the kind of studies just described. 

Just as it is true, however, that the best way to 
learn anything is to teach it, so it is true that the 
best way to strengthen one's own faith is to help 
produce faith in somebody else. In addition to 
strengthening the faith of young men and young 
women of this period through a convincing type of 
teaching in the class, strengthen it by enlisting 
them in the work of convincing others. 

Scriptures which relate to the following and kin- 
dred subjects are especially suitable to the period 
we are now studying because they convince and 
edify: **The Unity of the Bible," '^God's Unfold- 
ing Revelation," **Jesus as a Teacher," *'Christ in 
Prophecy," ''The Comprehensiveness of Romans 
12," ''The Spirit of Christ in Progress " "Christ in 
Human Lives." 

III. THE TEACHER. 

1. Characteristics. — No better characterization of 
the right teacher for this period can be found than 
that given by Dr. James Stalker. 

(1) "A passion for human 'beings.'" You will 
note that in the three characteristics, of which this 
is the first, Dr. Stalker has the word "passion." At 



LATER YOUTH 207 

the time when young men and young women are 
particularly interested in exemplified religion, their 
teacher's intenseness of sijicerity has great influ- 
ence. 

If they see, for instance, that your ''passion for 
human beings" takes the form of an unselfish 
anxiety to show them the divine Christ, they will be 
favorably influenced. 

(2) "A passion for Christ.^' This does not mean 
sanctimoniousness. Long-faced solemnity does not 
indicate piety so much as it indicates a grouch or 
indigestion. It does mean the type of Christian 
enthusiasm which reflects Christ, honors Christ and 
impels toward Christ. 

(3) "A passion for truth.'' A passion for hu- 
man beings combined with a passion for Christ will 
bring about a passion for truth that is really truth 
— not speculation. When dealing with Jesus Christ 
and his gospel, which is ''the power of God unto 
salvation to every one that believeth," there is 
no place for obscureness. Even in your prayers it 
is well to heed Henry Van Dyke's advice: "Be care- 
ful lest your prayers become foggy, so that neither 
you nor God can be quite sure therefrom what you 
want." 

2. Aim. — To challenge young manhood and young 
womanhood to their best endeavor in thought, word 
and deed. 

rV . THE TEACHING. 

Tliere are four methods which I have used and 
seen used with good results, and their success is 



208 COMMON 8EN8E 

due to their adaptableness: The seminar method, 
which is described in Lesson XVI.; the seminar and 
discussion method combined, as illustrated in this 
lesson under ''Definiteness of Purpose," the dis- 
cussion method and the outline method. 

1. Discussion Method. — There are times when the 
main part of the lesson period may be profitably 
given over to a discussion between two or more 
members of the class, upon a subject which has, or 
seems to have, equal Scripture authority for both 
sides. For instance: 

''Resolved, That John the Baptist was a greater 

character than John the apostle." 

''Resolved, That the Bible shows men to be more 

religious by nature than women." 

"Resolved, That the death penalty ife Scriptural." 
"Resolved, That the Bible sanctions war." 
Regarding the use of discussion in the class I 

would make the following suggestions: 

(1) Use the discussion method sparingly, lest 
>our class degenerate into a debating club. 

(2) Select only those subjects which have in 
them a vital principle. 

(3) Make it the aim of each discussion to find 
what the Bihle says on the subject. 

(4) Omit the matter of appointing judges. 

(5) Commend the work of your pupils and be 
prepared to close the discussion by giving a sum- 
mary of the Scripture truths brought out. 

Special discussions for public occasions may be 
conducted more nearly on the order of a debate. 

2. Outline Method. — When a portion of Scripture 



LATt^R YOUTH 



209 



or the discussion of a subject yields itself to outline 
treatment, you will find your pupils interested. The 
element of analysis, because of the reasoning it 
requires, appeals to them and — well, let us illus- 
trate. Take the subject, ''God's Unfolding Revela- 






HIS 



TAU6HT 
HIS FAMILY 



OFTHE 



tion," based upon Matt. 5: 17 and outlined as in 
the accompanying illustration. Have your black- 
board clean and be provided with a piece of chalk 
with ^ string attached, enabling you to quickly 
draw perfect circles. Make the small circle first 



210 



COMMON SENSE 



and write in it the fact that Abraham, in answer 
to God's call, taught his family that God was One. 

Next, draw the second circle and write in it the 
larger lesson — Moses taught his nation that the one 
God is a God of authority and must be obeyed. The 
law of Moses contains the commandments and 
bristles with *'thou shalt" and ''thou shalt not." 
Lastly, draw the large circle, writing the large 
lesson for the whole world — the lesson which the 
world is now slowly learning. 

' Such outlines as this will be interesting (1) be- 
cause your pupils like to think in large terms; (2) 
because the rapid development challenges both 
reason and memory; (3) because at the beginning 
there is a wholesome curiosity aroused as to what 
comes next; (4) because there is a satisfying, con- 
vincing completeness about it when finished. 

An outline like the accompanying stairway is 



^ "1 


r T/f£ WAGES OF S/N 


1 DELAY 


D 


^ 




1 NEGLECT 


E 


^ 




APATHY 


A 


_^^ 




J REJECTION 


T 


/ 




1 HATE 


H 



THE WAYOFSiA/ 

good, and not difficult to make. Have it all on the 
board before the class arrives. Discuss the down- 
ward progress of the soul in sin. Then write over 
the steps, ''The wages of sin," and rapidly erase 
until it is like the second part of the outline. This 



LATER YOUTH 211 

will instruct, surprise and impress. Whatever your 
method, let the lesson end impressively and devo- 
tionally. Do not destroy the effect of the lesson 
study with announcements and business. 

SENSIGRAMS. 

"In every mortal life, however marred — 
With crime encompassed, or by passion scarred — 
Shining and sinless at the spirit's core, 
Lies mideveloped an immortal ore — 
Changed not by time, unreached by ruthless fate — 
The gold dive of some redeeming trait." 

— William H. Hayne. 

*'God has lightning enough on hands to wipe 
out every den of wickedness — what he needs is con- 
ductors." — Z. T. Sweeney. 

"Success is the child of two very plain parents 
— punctuality and accuracy." — Harden. 

"A first-rate teacher may have some third-rate 
pupils; but no third-rate teacher can long have 
first-rate pupils." — Welshimer. 

"The finest of the arts is the art of living, and 
the highest of the sciences is the science of conduct. 
— Van Dyke. 

"I don't want to possess a faith, I want a faith 
to possess me." — Kingsley. 

FOR REVIEW AND DISCUSSION. 

1. What are the years we are including in later 
youth? 

2. Give Dr. Hillis' comparison regarding man's 
growth. 

3. What is the key-word to the period of later 
. youth? 

I 



212 COMMON 8EN8E 

4. Name five special characteristics of this 
period. 

5. What should the teacher do ^ to meet the 
pupil's sense of power? 

6. Illustrate how and how not to meet the def- 
initeness of purpose of later youth. 

7. How may the spirit of patriotism be appealed 
to in Christian training? 

8. Why, do you suppose, is criminality greatest 
at the age of twenty-three? 

9. What team of activities should the teacher 
hitch abreast here? 

10. Name three sources of lesson material in 
addition to the Bible. 

11. Name two kinds of lesson material well 
adapted to later youth. 

12. Why should emphasis be placed upon things 
that prove and convince? 

13. Give Dr. Stalker's three qualifications of the 
teacher. 

14. Describe the discussion method of teaching. 

15. Mention two or three good subjects for dis- 
cussion, and tell why you consider them good. 

16. Why should the discussion method be used 
somewhat sparingly? 

17. Point out the respects in which the outlines 
given are suitable to later youth. 

1^. Illustrate the outline method with an outline 
of your own. 



LATER YOUTH 213 



"May every soul that touches mine, 

Be it the slightest contact, get there- 
from some good — 

Some little grace, one kindly thought, 

One aspiration yet unfelt, 

One bit of courage for the darkeniiig 
skies, 

One gleam of faith to brave the thick- 
ening ills of life. 

One glimpse of brighter skies beyond 
the gathering mists. 

To make their life worth while, and 
heaven a surer heritage." 



214 , COMMON SENSE 

OUTLINE OF LESSON XVIII. 

Early Maturity 

I. The Pupil. 

1. Special characteristics and adaptation. 

(1) The permanent adoption of principles. 

(2) The measuring of values hy utility. 

(3) Hunger for fellowship. 

(4) Vigorousness of mind. 

II. The Lesson. 

1. Sources of material. 

(1) The Bible. (2) Sociology. (3) Histories 
of reforms. (4) Histories of missions. 

2. Nature of material. 

(1) The social, doctrinal and practical, themes 
of Scripture. 

III. The Teacher. 

1. Characteristics. 

(1) Same general interests as class. 

(2) Worthy of the respect of the class. 

2. Aim. 

IV. The Teaching. 

1. The question method. 

(1) Jesus as a questioner. 

(2) Your own work as a questioner. 
a. Prepare your own questions. 

Z). Put electricity into your questions. 
c. Fire your questions at a definite target. 

2. The topical method. 

(1) The topical method illustrated. 
Sensigrams. 
Far Review and Discussion. 



EARLY MATURITY 215 



LESSON XVIII. 

Early Maturity — A^es Twenty-five to 
Thirty-five 

The years from twenty-five to thirty-five in the 
life of the average individual constitute a period 
which is sufficiently distinct to be called a period, 
but which is not distinct enough to be easily de- 
scribed. It is the period in which youth is still 
present, while maturity begins. It is the period 
to which early youth looks forward and to which 
later maturity looks backward — both with longing 
eyes. 

I. THE PUPIL. 

Application is the key-word to this period. What- 
ever the occupation — whether chiefly intellectual or 
chiefly manual — there is present with most people in 
the early years of their maturity a keen enjoyment 
of work, and the ability to do a great deal of it. It 
is during these years that methods of thinking and 
living and working are being tried out. 

1. Special Characteristics and Adaptation. 

(1) The permanent adoption of principles. It 
is, to say the least, difficult, according to a high 
authority, to gain new ideas outside of one's own 
business after the age of thirty-five. This is due 
to the fact that most of us settle into our permanent 
habits of thought during the ten years we are now 
considering. Not a great many men and women 
become Christians after the age of thirty-five, and 



216 COMMON SENSE 

not many who have been loyal to Christ up to that 
age ever become deserters. For these reasons the 
teacher of men and women of this class should 
stress those principles and pursue those methods 
which are best adapted to correcting error and es- 
tablishing truth. Test local fallacies by Bible 
standards. Measure religious fads, crazes, eccen- 
tricities — and all other holdings, for that matter — 
by the word of God. Make it an unwritten rule in 
your class to mold opinion according to God's word, 
instead of trying to cramp the Word into the mold 
of somebody's opinion. Be candid, open-minded, 
fair, fearless and kindly in your persistent efforts 
to learn the will of God and to be guided by his 
Spirit. 

( 2 ) The measuring of values by the standard of 
utility. During these years of early maturity the 
mind is disposed to test everything by the standard 
of visible results. Modern conditions have in- 
creased the tendency. 

In the commercial world the two forms of the 
one ruling question are, **How much can I buy for 
my money?" and "How much can I realize on my 
investment?" Religiously, people say practically 
the same thing. *'I will go to church if I can hear 
a good sermon." **I will espouse the cause of 
Christianity if I can see anything to be gained by 
it." "I will study the Bible if you can make Bible 
study profitable to me." "I will become a member 
of your class if you can show me the advantage 
of it." 

This strong "show-me-what-there-is-in-it" tend- 



EARLY MATURITY 217 

ency is too general to be ignored by teachers and 
class presidents. Jesus recognized it when he said 
to his disciples: "The very works that I do, bear 
witness of me, that the Father hath sent me." And 
again when he said: "Go and tell John the things 
which ye hear and see: the blind receive their sight, 
and the lame walk, the lepers are cleansed, and the 
dead are raised up, and the poor have good tidings 
preached to them." 

Study to make it true that your class provides 
Bible instruction, personal advantages and oppor- 
tunities for doing good which people can not afford 
to miss, and then use the fact as a means of getting 
the attention and winning the good will of others. 
If this is advertising, then advertise. 

(3) Hunger for fellowship. At all times the 
human individual is dependent upon his fellows, 
but the decade constituting the period of early 
maturity records the height of his hunger for fel- 
lowship. 

A large proportion of lodge men enter their 
fraternities between twenty-five and thirty-five. As 
their years increase, men and women testify that 
their strongest and most lasting friendships had 
the fiber of durableness woven into them during 
the period we are now considering. Because of 
this fellowship feeling there is interest in social 
questions and a desire to have a part in the better- 
ment of social conditions. 

One of the very most important opportunities 
for improving social conditions lies in the solution 
of the so-called boy problem and girl problem. Of 



218 COMMON SENSE 

all people in the world, Christian men and women 
from twenty-Aye to thirty-five have the best oppor- 
tunity to improve the manhood and womanhood of 
to-morrow. This is true for several reasons: 

a. In the years of early maturity men and women 
are at the age which youth idealizes. 

ft. They are old enough to be wise leaders, and 
young enough to be desirable comrades. 

c. As Christians they have in their possession the 
only solution of the problems of youth — the truth 
of the gospel of Jesus Christ. 

d. They have in their possession the only lasting 
and finally effective means through which this solu- 
tion may be reached — the activities of the local 
church. 

That Christian men and Christian women should 
devote their time, talents and money to the main- 
tenance of clubs and lodges, turn delinquent boys 
and girls over to reform schools, junior republics 
and juvenile courts and neglect the church of Jesus 
Christ, which is the only institution standing for all 
social improvement, is one of the freakish anoma- 
lies of our time. 

Judge Curtis B. Wilbur, of the Juvenile Court, 
of Los Angeles, says: **It is the business of the 
Christian men and Christian women of every com- 
munity to bring about a changed order of things 
among boys and girls." 

If you have a women's class or a men's class or 
a mixed class representing the years of early ma- 
turity, make every possible effort to qualify them 
to be teachers and comrades of adolescent youth. 



EARLY MATURITY 219 

(4) Yigorousness of mind. In the years of early 
maturity there is strength of mind as well as 
strength of body in the normal individual. Petty 
tasks and small talk do not appeal. Even the un- 
educated mind likes to deal with matters that are 
important, and no Bible question of a practical 
nature is too difficult to be taken up. 

II. THE LESSON. 

1. Sources of Material. 

(1) The Bible. 

(2) Sociology. 

(3) Histories of reforms. 

(4) Histories of missions. 

2. Nature of Material. — Special mention has been 
made of sociology, histories of reforms and histories 
of missions as furnishing material which may hap- 
pily supplement and illustrate Bible study during 
this period, but these are by no means the only 
sources. 

In the years of maturity interests can net be 
classified so closely as in early life. People are 
more individual in their thinking, and their inter- 
ests are varied by circumstances. It may be safely 
asserted, however, that the social, doctrinal and 
practical themes of Scripture will be interesting 
and profitable. For instance: 

(1) Studies in the social teachings and practice 
of Jesus. 

(2) God's development of the family ideal in the 
Scriptures. 



220 COMMON SENSE 

(3) Bible teachings on the Fatherhood of God 
and the brotherhood of men. 

(4) Present-day practicableness of Jesus' teach- 
ings. 

(5) The doctrine and authority of Jesus. 

(6) Studies of moral and religious victories in 
the lives of great Bible characters. 

III. THE TEACHER. 

1. Characteristics. — In addition to being strong in 
faith and abundant in knowledge, I would name two 
other characteristics important in the teacher for 
this period: 

(1) He should have the same general interests 
as the class. If for any reason the teacher is out 
of touch with the class, teaching can not be effec- 
tive. The man whose interests are intellectual and 
bookish will not succeed in teaching a class of labor- 
ing men whose interests are intensely practical. 
The young college girl, however brilliant, can not 
do well in teaching women who are interested in 
things which she knows nothing about. 

(2) He should he highly respected by the class. 
Character, ability and vigorous leadership appeal 
strongly to men and women in the period of early 
maturity. I once knew a class of this age to go 
utterly to pieces upon the discovery that their 
teacher was a hypocritical impostor. Faithless and 
unworthy leadership seemed to strike them as an 
unpardonable sin. 

2. Aim. — To tactfully lead the members of your 
class to compare their beliefs and practices with the 



EARLY MATURITY 221 

life and teachings of Jesus should be your aim as 
teacher. 

IV. THE TEACHING. 

The discussion method described in the previous 
chapter succeeds very well with classes of the age 
we are here considering; discussion interspersed 
with questions is better, and the topical method is 
good. Whatever your method, the teaching should 
be vigorous and the lesson should close with a 
climax. ''Never make a ragged stop," is the advice 
of Amos R. Wells. 

A raw Irish soldier was asked by an officer to 
define strategy. "Strategy? Why, it is strategy, 
sor, when you are entoirely out of powther and 
shot, just to kape right on firin'." There are teach- 
ers and sometimes preachers who use this kind of 
strategy. 

1. Question 3Iethod. — Socrates is commonly re- 
garded as the patron saint of the question method. 
He began with an innocent-looking question which 
made his pupils feel proud of themselves, followed 
it with a few more which gradually convinced them 
that they had no sense, asked another one or two 
which made them mad, and finally led them to see 
what he was really driving at. 

If a Bible-school teacher of to-day were to pursue 
Socrates' method, he would either close the lesson 
by himself or end it in a fight. It is due Socrates, 
however, to say that he did bring to notice the won- 
derful power of a skillfully put question. 

(1) Jesus as a questioner. Note how the master 



222 COMMON SENSE 

questioner used questions in the following in- 
stances: 

a. To arouse curiosity: ''Whose is this image and 
superscription?" (Matt. 22: 20). *'Seest thou these 
great buildings?" (Mark 13: 2). 

&. To kindle imagination: "What went ye out in 
the wilderness to behold? a reed shaken with the 
wind?" (Matt. 11: 7). 

c. To test knowledge: "What is written in the 
law? how readest thou?" (Luke 10: 26). 

d. To provoke thought: "Is not the life more 
than the food, and the body than the raiment?" 
(Matt. 6: 25). 

e. To reveal truth: "Which of you by being anx- 
ious can add one cubit unto the measure of his 
life?" (Matt. 6: 27). 

f. To expose error: "How can Satan cast out 
Satan?" (Mark 3: 23). "If I by Beelzebub cast out 
demons, by whom do your sons cast them out?" 
(Matt. 12: 27). 

g. To challenge reason: "For what shall a man 
be profited, if he shall gain the whole world, and 
forfeit his life?" (Matt. 16: 26). 

h. To appeal to judgment: "Do men gather 
grapes of thorns, or figs of thistles?" (Matt. 7: 16). 

i. To probe conscience: "Which of you convicteth 
me of sin?" (John 8: 46). 

y. To compel decision: "What think ye of Christ? 
whose son is he?" (Matt. 22: 41). "Do ye now 
believe?" (John 16: 31). 

Familiarize yourself with the circumstances 
under which these questions were asked, and then 



EARLY MATURITY 223 

undertake to improve upon them; you will discover 
that there is more in the asking of a question than 
there seems to be. 

(2) Your own loork as a questioner. 

a. Prepare your own questions. Make note upon 
your memory's margin or the margin of your Bible 
of just the way your main questions shall be put. 
In the preparation of each question have in mind 
the exact thing which you want that question to 
do, and, as Margaret Slattery suggests, so frame it 
as ''to make your pupil's mind work." 

&. Put electricity into your questions. When 
Jesus looked into the soul of the carping Phari- 
sees and said, "If I by Beelzebub cast out demons, 
by whom do your sons cast them out?" there was 
nobody asleep on the back seat. Lightning is un- 
expected; so is a charged question. Gregory says, 
'.'The awakening and stirring power of a question 
lies largely in the principle of the shock." 

Compare, for example, the following two ways of 
asking questions on John the Baptist: 

First: "What was John?" "John's birth was 
foretold by an angel, was it not?" "John came to 
prepare the way for Jesus Christ; now all together, 
what did John come to do?" "What was John 
called?" "Was John a strong or a weak char- 
acter?" 

Second: "What is your idea of the personal ap- 
pearance of John the Baptist?" "How did John's 
character compare with that of the Pharisees of his 
day?" "Was John a reformer or a revolutionist 
— or was he neither?" "Why do you think so?" 



224 COMMON SENSE 

**Why is it that God never uses a sissy man as a 
bomb?" ''What would happen if God were to 
hurl a John the Baptist into modern society?" 

c. Fire your questions at a definite target. Isaac 
Errett once said, **Any idiot can take an old flint- 
lock musket and fire at the universe and stick a 
few stray shot into something somewhere, but it 
takes a steady hand and an educated vision and 
long practice to hit the center at long range with a 
rifle ball." Study ''with all diligence" the matter 
of asking questions. It will pay. The question 
method is to be used more or less in all periods — 
from childhood to age. 

2. Topical Method. — By way of variety the topi- 
cal method may profitably be used when the lesson 
easily yields itself to topical treatment. 

(1) Topicdl method illustrated. For instance, 
if your lesson were the fourth chapter of Hebrews, 
the prominence of verse 12 would suggest some 
such topic as "Scripture About the Scriptures," and 
might be treated as follows: 

a. Their source. 2 Pet. 1: 21; 1 Thess. 2: 13. 

&. Their theme. John 1: 45; Luke 24: 27; 
John 5: 46. 

c. Their purpose. Ps. 119: 11; Rom. 15: 4; 
John 20: 30, 31. 

d. Their value. 2 Tim. 3: 16, 17; Ps. 19: 7-10. 

e. Their power. Rom. 1: 16; Heb. 4: 12; Jas. 
1: 21. 

f. Their permanence. Matt. 24: 35; Isa. 40: 8; 
Ps. 119: 160. 

Such topical studies should be developed, step at 



EARLY MATURITY 225 

a time, on the blackboard, or on slips of paper in 
the hands of the class. It is often well to assign 
in advance the various phases of the topic to dif- 
ferent persons for discussion. 

SENSTGRAMS. 

**As a man grows older his bump of conceit 
gradually becomes a dent." 

*'The class that is not out for business has no 
business to be out." — Marion Lawrance. 

"Keep your head in the clouds and see the hu- 
man race; keep your feet on the ground and go 
after the individual." — W. C. Pearce. 

Some teachers, like some books, are a tonic to 
originality, while others leave nothing to be said. 

If a lighthouse is a sure-enough lighthouse, the 
fact does not have to be announced through a 
megaphone. 

The profoundest study for both society and the 
church is the study of right influence over youth. 

"Build a wall of men around your boys and you 
will have no boy problem." — Welshimer. 

"Genius is an immense capacity for taking trou- 
ble."— CarZi/Ze. 

If a question fails to strike fire, it does not neces- 
sarily mean that the pupil's brains are soggy — it 
may be that you are using wet matches. 

"But I'll tell you this: a middlin' doctor is a pore 
thing, and a middlin' lawyer is a pore thing; but 
deliver me from a middlin' man of God." — Owen 
Wist^r, 



226 COMMON SENSE 

FOR REVIEW AND DISCUSSION. 

1. Is the key-word to the period of early maturity 
well chosen? Why? 

2. Name the four mentioned special character- 
istics of this period. 

3. Discuss the statement that ''it is difficult to 
gain new ideas after thirty-five." 

4. What kind of teaching fits the time when the 
mind is adopting its permanent principles? 

5. In what different ways does hunger for fellow- 
ship manifest itself? 

6. Give reasons why Christian men and women 
from twenty-five to thirty-five are fitted to improve 
the manhood and womanhood of to-morrow. 

7. Discuss the question as to whether juvenile 
delinquency is a problem primarily for the church 
or for some other body to solve. 

8. Why are the social teachings of Jesus suitable 
to this period? * 

9. Give two important characteristics of the right 
teacher for classes of this period. 

10. What should be the aim of the teacher? 

11. Name the different methods of teaching 
which may be used. 

12. Discuss the skill which Jesus used in asking 
questions. 

13. Which one of Jesus' questions do you think 
to be the best, and why? 

14. Give three rules to observe in your own work 
as questioner. 

15. Describe the topical method of teaching. 



EARLY MATURITY 227 



He came to my desk with a quivering 
lip, 
The lesson was done— 
'*Dear teacher, 1 want a new leaf," he 
said, 
"I have spoiled this one." 
In place of the leaf so stained and 

blotted, 
1 gave him a new one all unspotted, 
And into his sad eyes smiled — 
''Do better now, my child." 

1 went to the throne with a quivering 
soul, 
The old year was done — 
"Dear Father, hast thou a new leaf for 
me? 
1 have spoiled this one." 
He took the old leaf, stained and blotted, 
And gave me a new one all unspotted, 
And into my sad heart smiled — 
"Do better now, my child." 

— C. 7?. SAaiv. 



228 COMMON SENSE 

OUTLINE OF LESSON XIX. 

Middle Maturity 

I. The Pupil. 

1. Special characteristics and adaptation. 

(1) Feminine interests. 

a. Sentimental. />. ^^sthetic. c. Domestic. 

(2) Masculine and feminine interests. 
a. Philanthropic. 

h. Social. 

c. Religious. 

d. Practical. 

e. Patriotic. 

( 3 ) Masculine interests. 

a. Executive, h. Logical, c. Scientific. 

II. The Lesson. 

1. Three general rules. 

( I ) The rule of practicalness. 

( 2 ) The rule of thoroughness. 

(3) The rule of sincerity. 

III. Tlio Teacher. 

1. Characteristics. 2. Aim. 
TV. The Teaching. 

1. Question method. 

2. Tjocture method. 

( 1 ) Seven success rules. ( 2 ) The use of illus- 
trations. (3) Illustrations illustrated. 
Sensigranis. 
For Review and Discussion* 



MIDDLE MATURITY 229 



LESSON XIX. 

Middle Maturity— A^es Thirty-five to 
Sixty-five 

We are now taking up the study, from the teach- 
er's standpoint, of that period in human life which 
is longest — the period of middle maturity, extend- 
ing from thirty-five to sixty-five. Many of the 
things said in the previous lesson apply in this. 
While it is true that life divides itself into periods, 
there are no cast-iron boundaries which separate 
any given period from the one before it and the one 
after it 

I. THE PUPIL. 

Achievement is the key-word to this period. It 
is the time when men and women are in the very 
thick of life's battle. 

1. Special Characteristics and Adaptation. — Men 
and women in the prime of their maturity and in- 
dividuality have a great many interests which the 
teacher must touch in order to hold attention. 
These interests may best be classified according to 
sex. Three interests we shall name as characteris- 
tically feminine, three as characteristically mascu- 
line and five as both feminine and masculine. 

This classification is made in the belief that ''the 
eternally feminine" and the ''eternally masculine" 
are the two hemispheres of human character. 
There are many interests common to both, and 



280 COMMON SENSE 

there are interests that are distinctive in each. 
Neither is inferior to the other. 

Pres. G. Stanley Hall expresses the fear that 
woman **is coming to lack confidence and pride in 
her sex as such." If this be true, it can not remain 
true, because the perpetuity of all that is divinest 
in human nature depends upon the equal develop- 
ment of true womanliness and true manliness. 

(1) Feminine interests. 

a. Sentimental. The feelings reach their richest 
expression in feminine character. If woman were 
to succeed in starving put her capacity for senti- 
ment, every trait that makes humanity humane, 
and every tie that binds humanity to God, would 
finally disappear. **There are three ways in which 
women are pre-eminent," says Caroline Hazard, 
president of Wellesley; '*they are the binders to- 
gether of society, they are the beautifiers of life, 
and they are the preservers of morals." 

It behooves each woman teacher in the Bible 
school, each teacher of women and each teacher of 
girls who will be women to-morrow, to draw from 
God's word and emphasize those teachings and 
incidents which cultivate the better feelings and 
nourish the sentiments. Christianity's greatest 
competitor is big business, and big business knows 
no sentiment. The fires that warm the human heart 
will go out if they are not fanned and fed by Chris- 
tian womanhood. 

Z). Esthetic. The subtle sense which we call 
good taste, and all forms of appreciation of the 
beautiful, are more distinctively feminine than mas- 



MIDDLE MATURITY 231 

culine. Most noted composers and artists are men; 
but in the fullest sense women give to the world 
more of art and music than do men. ^ 

The poetic descriptions and gracious meditations 
portraying the beauty of holiness in which the 
Bible abounds, make a peculiar appeal to the wo- 
manly woman, and every teacher of women should 
bear this fact in mind. 

c. Domestic. The necessities of modern life are 
compelling some young women, the fascinations of 
independent business are attracting others, and the 
idle activities of aimless society are decoying still 
others into a feeling of contempt for the old word 
* 'domestic" — and yet it stands for everything that 
is good in the home and family. Whatever home 
means in the building and preservation of char- 
acter, it means because of the presence of those 
women who have the domestic gift — a gift, indeed, 
to be coveted. God's word is rich in material that 
meets and cultivates it. 

The Bible abounds in scenes that sanctify home 
ties. In fact, the whole of God's revelation is an 
unfoldment of the family ideal. In meeting femi- 
nine interests, emphasis upon Christian home life 
is not only pedagogic, but imperative. 

( 2 ) Masculine and feminine interests. 

a. Philanthropic. Men and women are equally 
philanthropic. When the teacher of a mixed Bible 
class is stressing the merciful and charitable deeds 
done by Our Lord, and making specific application 
of the principle of benevolence, both men and wo- 
men are interested. 



232 COMMON SENSE 

Teach the teachings of Jesus on the subject of 
philanthropy, then drive the lesson home by saying, 
*'We will now practice what we preach by sending 
the widow B a month's rent and by providing her 
with a better means of self-support." 

&. Social. Men and women are equally social. 
Social activities and recreation are needed by all of 
the world's workers. The church of Jesus Christ 
should be the social center of every Christian com- 
munity, and men's and women's Bible classes are 
in position to solve the problem by studying the 
social teachings of Jesus. 

c. Religious. Men and women are equally re- 
ligious. To say that men are less religious by 
nature tlian women is to make God responsible. 
The fact is, that men and women attend religious 
services in equal numbers, and live equally re- 
ligious lives wherever the masculine interests of 
Scripture are presented in a way that appeals to 
true manliness, and the feminine interests are pre- 
sented in a way that appeals to true womanliness. 

(I. Practical. Men and women aie equally prac- 
tical. They face the necessities and obligations of 
daily life side by side. Responsibilities, tasks, 
plans, disappointments, successes, anxieties, sac- 
rifices — all these are borne by both, and both equally 
need and appreciate the practical counsel in God's 
word which helps to untangle each day's skein. A 
hint to the wise teacher is sufficient. 

e. Patriotic. Men and women are equally patri- 
otic. There is as much heroic patriotism in the 
woman who stays at home iind fights poverty, sus- 



MIDDLE MATURITY 233 

pense and fear, as there is in the heart of the man 
who goes to the front and fights men. 

Loyalty to Christ is one of the most appealing of 
all subjects, because it calls forth the divinest ex- 
pression of patriotism. Search out and stress all 
deeds of heroism and sacrifice in God's word, and 
all principles which encourage such deeds. Men 
and women will not only be interested, but will be 
inspired to their best endeavor. 

(3) Masculine interests. 

a. Executive. As a rule, men are more keenly 
interested in the problems of government and ex- 
ecutive affairs in general than are women. 

Such Bible themes as the legislative genius of 
Moses, the governmental principles which made the 
Jews a peculiar people, and the plan of the organ- 
ization of the early church will always interest men 
if ably presented, and will increase their respect 
for the Book of books. 

h. Logical. No one of these characteristics is ex- 
clusively masculine. The masculine mind as such, 
however, takes keener delight in the processes of 
reasoning and argument than the feminine. Paul 
is the logician of the New Testament. His argu- 
ments are both interesting and convincing to men. 
Men like religious truths logically presented. 
Teachers who wander from the subject and never 
return meed not be surprised if men wander from 
tlie class and never return. Stick to your subject 
and present it with clearness and force. 

r. Scientific. Science in the abstract is cold and 
unfeefing. Most of the world's noted scientists 



234 COMMON SENSE 

have been men, and the opinion has become current 
that faith in the Bible can not exist in a scientific 
mind. This is not true. Some of the world's most 
renowned men of science are to be found among 
the champions of the Bible. If the men of your 
class are disposed to weigh everything in the scales 
of science, you will do well to steer clear of argu- 
ments that get nowhere; use the word of God in- 
stead of your own opinions, and in a general way 
measure things by the plumb-line principle which 
Jesus used when he said, ''Each tree is known by 
its own fruit.*' The scientific mind needs Jesus and 
the Spirit of truth just as much as any other mind. 
Before leaving this general discussion you are 

SENTIMENTAL ^^''^^ *° ^.*"^^ '""^ 

, accompanying d i a - 

/^^////v/^^/ DOMESTIC ^^^"^- Feminine in- 

i'aPHILANTHROPIC terests swing from 

i!(50CIAL the sentimental 

fid5cuuN£^^eMimei\R^\_\(^\0\}b down to the patri- 

jy PRACTICAL otic; masculine in- 

i ^'PATRIOTIC terests swing from 

^A:.cuLfNE\^ EXECUTIVE the scientific up to 

\LOGICAL the philanthropic; 

SCIENTIFIC the interests which 

are equally masculine and feminine are the middle 

group of five, while religious interests occupy the 

central place of all. 

II. THE LESSON. 

1. Three General Rules. — Bible principles, doc- 
trines and practice will be found interesting to men 



MIDDLE MATURITY 235 

and women of this period, and the following three 
general rules should be kept in mind: 

(1) The rule of practicalness. For men and wo- 
men of this period Bible lessons should contain 
material the practical value of which is perfectly 
clear. 

(2) The rule of thoroughness. Every Bible sub- 
ject of great and vital importance should be ex- 
tended to cover as many Sundays as are necessary 
to a satisfactory study of that subject. The Inter- 
national Lesson Committee should in some way 
meet this requirement. 

(3) The rule of sincerity. No Bible passage 
should be studied with any other end in view than 
that of learning the exact truth and putting it into 
sincere practice, 

III. THE TEACHER. 

1. (Characteristics. — 1 can suggest no better char- 
acterization of the teacher for the men and women 
from thirty-five to sixty-five than that which you 
will have by combining the characteristics sug- 
gested in the two previous lessons. 

3. xlim. — To co-operate with the class in meeting 
human needs with divine truth. 

IV. THE TEACHING. 

1. Lecture Method. — The main objections to the 
lecture method of teaching, as it is generally used, 
are that it requires no preparation in advance on 
the part of the pupils, that it bars out the exchange 



236 COMMON SENSE 

of ideas, and that it gives the teacher a chance to 
ride his hobby, if he has one. 

(1) Seven success rules. Let us lay down a few 
rules which, if observed, make the lecture method 
the best method for the period we are now con- 
sidering: 

a. Know your whole, subject so well that you 
know you know it. 

1). Create anticipation in advance. Do this each 
Sunday by an appetizing announcement of a few of 
the finest points which will be brought out in the 
next Sunday's lesson. 

c. Drive one big truth home. Determine in your 
own mind upon at least one important truth which 
the whole lesson period will seek to impress. - 

d. Give your lecture variety. Do this by a tact- 
ful use of questions, illustrations, outlines, crisp 
discussions, or brief Bible readings which require 
the co-operation of the class. 

e. Introduce surprises. These may be in the form 
of new and important information or of unexpected 
methods of presenting old truths. 

f. Reserve the best for the last. Avoid that fatal, 
frazzled, ''ragged stop" which kills many a lesson 
that is otherwise good. 

g. Quit when you get done. 

(2) The use of illustrations. A fair mastery of 
the art of illustration is possible to any teacher, gtnd 
illustration is necessary to the best teaching. Three 
things must be learned. 

a. Learn to know an illustration when you see 
one. A story and an illustration are not necessarily 



MIDDLE MATURITY 237 

the same thing. A story is a description which is 
complete in itself. An illustration is a comparison, 
the whole value of which is measured by the amount 
of light it throws upon something else. The pur- 
pose of the headlight of an engine is to light up the 
track, not to draw attention to itself. A good 
illustration is distinguished by aptness, clearness 
and unexpectedness. Illustrations may be secured 
from Scripture, history, biography, nature, science, 
current events and personal experience, but, what- 
ever their source, they must illustrate. 

1). Learn to save an illustration when you get 
one. Catalogue your illustrations by means of some 
scheme of your own devising. A simple plan is to 
secure a number of envelopes of good quality, about 
seven by ten inches in size, and letter them alpha- 
betically. Get a quantity of blank paper a half inch 
smaller each way than the envelopes. Stick your 
clipped illustrations to the sheets of paper, making 
such notes on the margin as are necessary. In ad- 
dition to clipped illustrations, make reference to 
passages in the Bible and to pages in books where 
you find good illustrations, and note those which 
you get from lectures, addresses and conversations. 

c. Learn to use an illustration when you have 
one. Spring it without warning and let the point 
come as a surprise. To make your point at the end 
of the story after having given the whole thing 
away at the start, is like striking a match after 
having turned on the electricity. 

Let your short illustration ring the target 
quickly, drive the long one through to the point 



238 COMMON 8EN8E 

without cumbering it with petty details, and, 
whether the illustration be long or short, make the 
point so pointed that it does not have to be pointed 
at to be seen. 

(3) Illustrations illustrated. Bible illustrations 
need no comment. They speak for themselves. Use 
them whenever possible. Illustrations from other 
sources are of various values and are usually de- 
scribed as simple, homely, fitting, forceful, pointed, 
striking or touching. Point out the merits and 
application of the following illustrations: 

a. A simple illustration. A Scotland train had 
stopped out in the open country, and restless pas- 
sengers were trying to find out what the trouble 
was. , The engineer moved calmly about his engine. 
"What's the matter? Are you out of water?" some- 
body asked. ''Plenty of water, but it's nae MUn\'' 
was the reply. 

h. A homely illustration. To Abraham Lincoln is 
accredited the story of the old backwoodsman who 
sat absent-mindedly gazing through the open win- 
dow of his cabin. Suddenly he reached for his old 
flintlock, took careful aim and fired. After an- 
other shot he was reloading his gun when his wife 
looked at him critically and exclaimed: "Why, 
Josiah, you air shootin' at a bug on your eyebrow.'' 

c. A fitting illustration. A minister called at the 
home of a once active, but now indifferent, member 
of his congregation. Sitting down by the open 
fire, he took the tongs and lifted a white-hot coal 
to the hearth. In some surprise his host watched 
it turn red, then gray, and then black. After con- 



MIDDLE MATURITY 239 

t6mplatfng the dead coal for a moment, he said, 
"You need not say a word. I shall be there next 
Sunday morning." 

d. A pointed illustration. A strong horseshoe 
magnet may be held over an old, rust-eaten, shape- 
less nail without meeting with any response. A 
bright, ringing steel nail will leap to the magnet, 
attract another, and through it draw yet another 
nutil several are attached. Are you a rusted nail? 
or are you not? 

e. A striking illustration. It is said that there 
was once a church building the acoustic properties 
of which were not good. Wires were stretched from 
sid6 to side, but the situation seemed worse instead 
of better. A false ceiling was then put in, but the 
situation kept getting worse. The shape of the 
room was changed with no results, except that by 
this time the people could hardly hear at all. 
Finally they concluded to tear out wires, partitions, 
ceilings and everything else, opening up the room 
clear to the roof. When they tore out the ceiling 
they found the space above it packed and jammed 
and crammed and stuffed — with old prayers and 
songs that never got any higher. 

/. A beautiful illustration. There is a fanciful 
story about little birds to the effect that, when first 
created, they had no wings. They could hop about 
and sing, but they could not fly. One day the 
Creator placed two burdens on the ground before 
each little bird, commanding that they be taken up 
and borne. Complainingly the birds obeyed. The 
burdens grew fast — and became wings. 



24 COMMON SENSE 

g. A touching illustration. In the sick-room the 
lights were low — very low. The whole house seemed 
to throb with the heartbeats of the sleeplessly 
anxious loved ones, who knew the inevitable. 
"Mother, are you there?" came the faint voice 
from out the shadows. "Yes, dear, I am right 
here." Then, again, after a brief moment, "But, 
mother, is your face toward me?" Friend, with 
you the question is different. There is no question 
at all about God's face being toward you — is your 
face toward God. 

SENSIGRAMS. 

"Dost thou love life? Then do not squander 
time, for time is the stuff life is made of." — Benja- 
min Franklin. 

"If you are making the best use of your time, 
you have none to spare." 

"When a man fails in life he usually says, *I am 
as God made me.' When he succeeds he proudly 
proclaims himself a *self-made man.' " — Wm. George 
Jordan. 

"If you have any sour grapes, make 'em into pre- 
serves." 

Ventilating the room is more conducive to in- 
struction than airing your opinions. 

"The anecdote in a sermon answers the purpose 
of an engraving in a book." — Spurgeon. 

"Do not loiter or shirk, 
Do not falter or shrink ; 
But just think out your work 
And then work out j'our think." 

— 'Nixon Waterman. 



MIDDLE MATURITY 241 

FOR REVIEW AND DISCUSSION. 

1. What are the years of middle maturity, and 
what is that key-word to the period? 

2. Why may the interests of this period be best 
classified according to sex? 

3. Name three feminine interests and discuss 
ways and means of strengthening the finest senti- 
ments of the human heart. 

4. Why should the teachers of women's classes 
emphasize the best meaning of the word "do- 
mestic"? 

5. Name five great interests that are equally 
masculine and feminine. 

6. What kind of teaching and class management 
will win and hold men anil women equally? 

7. How may the teacher wisely meet the mascu- 
line love of logic and reasoning? 

8. What course would you pursue with those w^ho 
weigh everything in the scales of science? 

9. Give and explain three general rules governing 
lesson material for this period. 

10. Name seven success rules in the lecture 
method. 

11. Name three things which must be learned 
about illustrations. 

12. What is the difference between an illustra- 
tion and a story? 

13. What are the main sources of illustration? 

14. Tell the best illustration you ever knew, 
aside from those in the Bible. 



242 COMMON SENSE 



OUTLINE OF LESSON XX, 
Later Maturity 

I. The Wealth of Years. 

1. Rich in experience. 

2. Rich in settled opinions. 

3. Rich in meditation. 

4. Rich in devotion. 

5. Rich in counsel. 

6. Rich in expectation. 

ir. What This Wealtli Should Command. 

1. The honor of youth. 

2. Distinction in the church. 

3. Position in the Bible school. 
III. The Final Word. 
Sensigranis. 

For Review and Discussion. 



I 



LATER MATURITY 243 



LESSON XX. 

Later Maturity — A^es Sixty-five to the 
End of Life. 

"At sixty-two life has begun : 

At seventy-three begin once more ; 
Fly swifter as thou near'st the sun, 
And brighter shine at eighty-four. 
At ninety-five, 
Shouldst thou arrive. 
Still wait on God, and work and thrive." 

We shall not be so deficient in courtesy as to con- 
sider the men and women who have reached and 
passed the sixty-fifth milestone as pupils of ours. 
We are rather, in many respects, pupils of theirs, 
and they are pupils of our Lord Jesus. 

I. THE WEALTH OF YEARS. 

Men and women who have come into the years 
of later maturity possess wealth which money can 
not buy — wealth more worthy of honor than gold 
or silver or houses or lands. 

1. They are Rich in Experience. — They know 
depths of sorrow and heights of joy. They know 
the humiliation of defeat and the thrill of con- 
quest. They know hope, prayer, faith and triumph. 
For this reason, the word of God is a treasure- 
house to them as it yields its inspiring history of 
the experiences of men and women in the past, es- 
pecially of the men and women who were in com- 
munion with God. 

3. They are Rich in Settled Opinions. — In earlier 
life men and women are in doubt about man:: 



244 COMMON SENSE 

things, and often uncertain as to what to believe. 
In later maturity the mind disposes of most vexing 
questions to its own satisfaction and really takes 
pride in its fixed convictions. For this reason the 
great facts and assurances to be found in God's 
word make a strong appeal. 

3. They are Rich in Meditation.^ — How often have 
you seen father or mother in the favorite chair with 
face turned toward the window — looking, but not 
seeing? Net seeing? Ah, could we but see half 
the vision that floods their meditative eyes, our 

EXPERIENCE -;,-.hi5tory 

SETTLED OPmiON5'.<',r'-' p5ALM5 
,''v-' , proverbs 

MEDITATI0N<';.'';>Cjohn'5go5pel 

DEVOTION -V-'^"^^^ fACT5ANDA65URANGE5 



,-^ ^-REVELATION 

EXPECTATION ^'-''----prophecy 



souls would be enriched beyond compare. Look 
over mother's shoulder and you will probably find 
the dear, old, large-typed book open at the Psalms. 
4. They are Rich in Devotion. — The accumulated 
memories of prayers, of thanksgiving for blessings, 
and of petitions for strength to pass through the 
valley of the shadow, have added to the spirit of 
devotion until devotional passages like those in the 



LATER MATURITY 245 

Gospel of John and those in the Psalms are of 
precious value. 

5. They are Rich in Counsel. — The Book of 
Proverbs is esteemed by the mature mind because 
it contains the axiomatic wisdom of experience. 
Younger men and women make a grave mistake 
when they fail to seek and to profoundly appreciate 
the counsel of age. 

6. They are Rich in Expectation. — Day by day 
this life's anchorage becomes less secure and the 
haven of the life to come beckons its welcome. The 
assuring promises in God's word, the wonderful 
visions of Revelation, and all the fine prophecies 
that lay hold upon the future life, contain food for 
reflection, which causes the heart of age to say, **I 
shall renew my strength; I shall mount up with 
wings as eagles; I shall run, and not be weary; I 
shall walk, and not faint." 

II. WHAT THIS WEALTH SHOULD COMMAND. 

There being no other wealth equal to the wealth 
of experience, counsel and meditation stored up in 
a life that has grown mature in God's service, that 
wealth should command several things: 

1. It Should Command the Honor of Youth. — 
Respect for men and women who have grown old 
in the Lord's service should be instilled into the 
mind of childhood and youth. I doff my hat to 
every veteran of the Civil War, but my respect is 
still greater for veterans of the cross of Christ. 

3. Jt Should Command a Place of Distinction in 
the Church of God. — Many men and women of 



24 6 COMMON SENSE 

seventy are more vigorous in mind and body than 
many others of thirty-five. But, whether vigorous 
or not, they deserve every possible recognition. If 
they can not come to church, bring them. You will 
be much worthier of your own respect if you speed 
your automobile to the home of an aged shut-in 
and bring him or her to the house of God, than you 
will if you go teaiing across the country trying to 
make yourself believe that your Lord's Day frolic 
is necessary recreation. 

3. It Should Coiniiiaiid a Position of Its Own in 
the Bible School. — No finer ministry can be observed 
than that of forming a class in your Bible school 
made up of men and women of sixty-five and over. 
If possible, give them a room of their own — a good 
one. Call them the **Loyal Guard." Provide for 
and ask them to engage in activities of their own 
liking. Encourage them to conduct a Home De- 
partment of their own. Give public recognition 
and private encouragement to their work. 

It is practically an offense to insist upon shelving 
our honored fathers and mothers, even with the 
fond explanation that we want to shield them and 
bear their burdens. What they can do they want 
to do. 

ni. THE FINAL WORD. 

Whether studying to more efficiently train the 
child mind, or more fittingly honor the mind of age 
in our Bible-school work, let us depend '«for our wis- 
dom and guidance upon the One who alone is de- 
pendable. 



LATER MATURITY 247 

''The law of Jehovah is perfect, restoring the soul: 

The testimony of Jehovah is sure, making wise the 
simple. 

The precepts of Jehovah are right, rejoicing the 
heart: 

The commandment of Jehovah is pure, enlighten- 
ing the eyes. 

The fear of Jehovah is clean, enduring for ever: 

The ordinances of Jehovah are true, and righteous 
altogether. 

More to be desired are they than gold, yea, than 
much fine gold." — Ps. 19: 7-10. 

SENSIGRAMS. 

"In proportion as a man goes toward God he 
lengthens his childhood." — Hillis. 

"The one-talent servant lost his talent, not be- 
cause he wasted it, but because he hoarded it." — 
W. C. Pearce. 

"It is not the revolution that destroys the ma- 
chinery; it is the friction." — Beecher. 

"You are not responsible for the disposition you 
are born' with, but you are responsible for the one 
you die with." — Bahcock. 

"For what is age but youth's full bloom, 
A riper, more transcendent youth? 
A weight of gold is never old." 

FOR REVIEAV AND DISCUSSION. 

1. Name the five elements of wealth belonging 
to later maturity. 

2. What Bible material meets the experience of 
this period? 



248 COMMON SENSE 

3. Why do the facts and assurances of the Bible 
make a strong appeal? 

4. Why do older people love the Psalms and 
John's Gospel? 

5. What- accounts for their special interest in 
Revelation, prophecy and the promises of God's 
word? 

6. Discuss the question of increasing youth's re- 
spect for age. 

7. Why and how should the church give especial 
recognition to its veterans. 

8. Discuss the matter of giving special recogni- 
tion to years in the Bible school. 

9. Let five members of the training-class write 
a three-minute essay each on * How may we best 
honor our veterans?" 

10. Discuss the matter of organizing older people 
into classes with activities and privileges of their 
own. 



TEST QUESTIONS 249 



ONE HUNDRED AND ONE TEST 
QUESTIONS 

1. Give the best definition you know of common 
sense. 

2. What is it that gives dignity to mind-study? 
8. Describe and illustrate the threefold power 

of the mind. 

4. Give instances proving that Jesus adapted 
his teaching to his pupils. 

5. Mention several common-sense imperatives 
in mind-study. 

6. Give a general definition ol" the intellect. 

7. Name and describe the difference between the 
mind's two ways of acquiring knowledge. 

8. Give the exclusive information which each of 
the five senses conveys to the mind. 

9. Tell in your own way how the teacher may 
best use the pupil's senses in impressing knowledge. 

10. Name what you think to be the three most 
important reasons for studying the intellect. 

11. Define the sensibilities and give the word 
we generally use instead. 

12. Name and describe the four divisions into 
which we group the feelings. 

1? Illustrate the importance of the feelings. 

14. Describe in one word, each, the emotions, 
affections, desires and sentiments, and tell what 
you know about them. 



250 COMMON SENSE 

15. Give three good reasons for studying the 
sensibilities. 

16. Define the will and illustrate your definition. 

17. Give the three statements which, in your 
mind, best prove the importance of the will. 

18. Name the motives, in their order of value, 
which move the will to act. 

19. Give two great reasons for studying the will. 
2 0. Describe the most usual kinds of will, and 

tell what course you would pursue in training 
each. 

21. Define memory and illustrate the definition 
in your own way. 

2 2. Give four different types of memory and 
state how you think each type should be treated. 

2 3. Name and explain four general laws in the 
action of memory. 

24. Give at least two reasons for stdying mem- 
ory, and explain them. 

25. Define imagination and tell something that 
illustrates it. 

2 6. Mention several proofs of the importance 
of imagination. 

2 7. Explain and illustrate how imagination il- 
lumines instruction. 

28. How does imagination act at different 
periods in life? 

29. State and explain two reasons for studying 
the imagination. 

30. Define curiosity, attention and interest. 

31. Explain and illustrate voluntary and invol- 
untary attention. 



TEST QUESTIONS 251 

32. Explain the difference between native and 
acquired interests and tell why one is superior to 
the other. 

33. How did Jesus adapt his teaching to the 
native interests of his disciples, and what instance 
best illustrates it? 

34. Give a summary of the reasons for studying 
curiosity, attention and interest. 

35. Define reason and define good judgment. 

3 6. What is the common difference between 
reason and judgment? 

37. Name and explain two processes of reason- 
ing. 

38. What three qualifications are necessary to 
impartial judgment? 

39. Give three reasons for studying reason and 
judgment. 

40. Define conscience. 

41. Define character and give the relation of 
conscience to character. 

42. How should the efficiency of Bible-school 
and public-school teaching compare? 

43. Give two reasons for studying conscience 
and character. 

44. Name four ways of giving conscience the 
right standard. 

45. Name and describe three types of mind. 

46. Describe three corresponding types of con- 
version. 

47. What is the threefold appeal which God 
makes to the soul? 



252 COMMON SENSE 

48. What is the threefold surrender which the 
soul makes to God? 

4 9. What, therefore, is conversion? 

50. What, according to the Bible use of the word 
**heart," is heart religion? 

51. Mention two kinds of knowledge which 
method-study presupposes and tell what you mean 
by each. 

52. Give the key-word to each of the nine 
periods of life. 

53. What one necessity does method-study im- 
pose? 

54. What general aim does method-study pro- 
pose for each of the nine periods? 

55. Name at least four special characteristics 
of early childhood and tell how you would adapt 
teaching to them. 

5 6. Give two necessary characteristics of the 
Beginners' teacher and tell why you think them 
necessary. 

57. Tell why teaching by stories is the best plan 
with children and mention well-adapted Bible 
stories. 

5 8. Give four necessary elements in teaching by 
story and describe proper arrangement and sur- 
roundings for little children. 

5 9. How do Mrs. Grant K. Lewis' and Mrs. 
Walker's programs meet the requirements of Be- 
ginners? 

60. Name at least four of the most important 
special characteristics of middle childhood and 
tell how they may best be met by the teacher. 



TEST QUESTIONS 253 

61. Designate several well-adapted Bible stories 
and tell why they are appropriate to middle child- 
hood. 

62. Give two characteristics of a good teacher 
for middle childhood and state why they aie es- 
sential. 

63. Describe the best class ari'angements for 
Primary pupils and tell how yon wonld cultivate 
reverence and good order. 

64. Point out the suitableness of ]\liss Faris* 
lesson story and Mrs. Leyda's Primary department 
program. 

65. Why is "energy*' a good key- word to later 
childhood, and how would you treat the charac- 
teristic ? 

66. Name four of the strongest special charac- 
teristics of later childhood and their significance 
to the teacher. 

67. Name the interests of later childhood and 
the nature of the material w^hich meets them. 

68. Mention three characteristics of a good 
teacher for later childhood and tell why they 
should obtain. 

69. Describe what you regard to be the best 
class arrangement and the best method of teach- 
ing Junior pupils. 

70. Describe the points of adaptation in Mrs. 
Fox's lesson story and .Miss Brockway's .Tunior de- 
partment program. 

71. What tvvo things must be done by teachers 
and parents in dealing with early youth? 

72: Name four of the most important special 



254 COMMON SENSE 

characteristics of early youth and tell how teach- 
ing may be adapted. 

73. Describe the difference between Intermediate 
girls' interests and boys' interests and suitable les- 
son material for each. 

74. Describe fully the best method of instruct- 
ing Intermediate pupils. 

75. What are the points of adaptation in Helen 
Gill Lovett's lesson for Intermediate girls? 

76. How is Dr. Kellogg's lesson suitable for 
Intermediate boys and what are the points of dif- 
ference between the boys' lesson and the girls' 
lesson? 

77. Give the age, key-word and four main 
special characteristics of middle youth. 

78. How would you deal with the tendency to 
doubt often found in middle youth? 

79. Mention at length the kind of Bible lessons 
which fit the characteristics of middle youth. 

80. Give as many as you can remember of W. C. 
Pearce's advantages of class organization. 

81. Name carefully the five points making up 
the seminar method of teaching, and illustrate with 
an outline of your own. 

8 2. What are some of the important things 
young people in their middle youth need to know. 

83. As teacher of later-youth pupils, how would 
you meet their characteristic patriotism and their 
religious or irreligious zeal? 

84. Name three passions which Dr. Stalker says 
should characterize the teacher. 



TEST QUESTIONS 255' 

85. Name three methods of teaching which are 
well suited to later youth. 

86. Mention several points to be observed in 
the discussion method of teaching. 

8 7. Describe the advantages of the outline 
method of teaching and illustrate with an outline 
of your own. 

8 8. How would you adapt your teaching to the 
disposition to measure values by utility in early 
maturity? 

89. What would you do with early maturity's 
hunger for fellowship? 

90. Name suitable sources of lessen material 
for early maturity and cite examples of well- 
adapted Bible subjects. 

91. Mention two qualifications of a teacher for 
the period of early maturity and tell why they 
are necessary. 

92. Point out Jesus' skill as a questioner by 
showing some of the things he made his ques- 
tions do. 

93. What are the years embraced in the period 
of middle maturity, what is the key-word and why 
is the key-word a suitable one? 

9,4. Name three interests that are character- 
istically feminine; five that are both feminine and 
masculine, and. three that are characteristically 
masculine. 

9 5. Give three rules to be observed in the selec- 
tion and use of lesson material for middle ma- 
turity. 

96< Name as many as possible of the seven sue- 



MAR 15 1912 



256 COMMON SENSE 

cess rules in the use of the lecture method of 
teaching. 

97. Name three marks that distinguish a good 
illustration and give the best instance you ever 
knew of an illustration having those three charac- 
teristics. 

98. In what respects are men and women of 
later maturity richer than the rest of us? 

99. What three things should the wealth of years 
command? 

100. What portions of the Bible are especially 
interesting in later life and why are they inter- 
esting? 

101. How may we most fittingly honor those 
who are veterans in the service of Christ? 



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